Courseware and library services: bridging the gap for distance students
| Date | 13 March 2007 |
| Pages | 147-156 |
| Published date | 13 March 2007 |
| DOI | https://doi.org/10.1108/07378830710735920 |
| Author | Jane Scales,Danel Wolf,Corey Johnson,Lara Cummings |
| Subject Matter | Information & knowledge management,Library & information science |
Courseware and library services:
bridging the gap for distance
students
Jane Scales, Danel Wolf, Corey Johnson and Lara Cummings
Washington State University, Pullman, Washington, USA
Abstract
Purpose – The purpose of this paper is to model a practical solution to the lack of library modules
within commercial courseware.
Design/methodology/approach – A comprehensive examination of the technical, political, and
practical issues surrounding this problem provides the framework for designing a dynamic
administrative tool that facilitates information access for distance courses.
Findings – There are many different programming languages and models librarians can use to
implement similar course modules. If librarians lack the skills to build these applications, student
workers skilled in computer science can help.
Practical implications – This and similar models of organizing resources and information for
distance students has an immediate impact on services to online users, leveraging of resources and
tangible benefits to the student.
Originality/value – Librarians need to build their own technological solutions to serve their users
when the commercial world is not addressing a real need.
Keywords Library instruction,Information services, Distancelearning, User interfaces
Paper type Research paper
Introduction
The last several years have seen academic librarians struggle for a fr amework to
support research and instruction within commercial courseware such as Blackboard,
WebCT or Prometheus. The promise of infusing resources within the students’
learning environment is the modern-day golden chalice within the library instruction
world. Buehler outlines the advantages of library presence in course management
software. These include:
.Ease of navigation. Navigating a library web site is complicated and time
consuming, especially for distance students who are often not exposed to more
traditional instruction sessions.
.Creation of a “level playing field” for all the students as they begin their research
assignments.
.Incorporation of durable links to licensed databases and electronic articles.
.Inclusion of instruction within the context of the students’ assignment (Buehler,
2004).
Indeed, when one considers the variety of resources which can be linked into course
management software: durable links to e-books and articles, database links, writing
resources, contact information, subject-specific pathfinders, handouts, quizzes, online
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0737-8831.htm
Courseware and
library services
147
Received 16 June 2006
Revised 3 November 2006
Accepted 3 November 2006
Library Hi Tech
Vol. 25 No. 1, 2007
pp. 147-156
qEmerald Group Publishing Limited
0737-8831
DOI 10.1108/07378830710735920
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