Embedded Library Services: From Cooperation to ...

Journal of Library & Information Services in Distance Learning

ISSN: 1533-290X (Print) 1533-2918 (Online) Journal homepage: http://www.tandfonline.com/loi/wlis20

Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course Larisa A. Olesova & Anne Driscoll Melville To cite this article: Larisa A. Olesova & Anne Driscoll Melville (2017) Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course, Journal of Library & Information Services in Distance Learning, 11:3-4, 287-299, DOI: 10.1080/1533290X.2017.1404546 To link to this article: https://doi.org/10.1080/1533290X.2017.1404546

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Date: 18 December 2017, At: 03:23

JOURNAL OF LIBRARY & INFORMATION SERVICES IN DISTANCE LEARNING , VOL. , NOS. –, – https://doi.org/./X..

Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course Larisa A. Olesova and Anne Driscoll Melville

Downloaded by [George Mason University] at 03:23 18 December 2017

George Mason University, Fairfax, Virginia, USA

ABSTRACT

KEYWORDS

The online environment presents a unique challenge to higher education. Shifting from the face- to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming with subject librarians to design and build in teachable moments. This case study discusses one such successful partnership from designing the course to choosing and embedding library resources and finally to the learning outcome of the online course.

Embedded library services, online course, collaboration

Introduction Since the early 1990’s, university libraries have shifted their services from bibliographic instruction to information literacy including online courses. However, collaborative relationships between university librarians and faculty still emphasize only one-shot instruction not only for face-to-face classrooms at this institution but also for online courses, for example, when they are invited to conduct an invited session via synchronous tools like Collaborate or Skype. In order to establish more successful collaborative relationships with faculty, university librarians often look for other effective ways to design library instructional materials to meet students’ learning outcomes, especially in online courses. When university librarians are able to build long-term collaborative relationships with faculty, they also can easily connect to online students and establish truly effective learning interactions with them. At the same time, faculty who work closely with university librarians usually become aware of what kind of online library services can be provided to enhance students’ learning in online environment (Summey & Kane, 2017). For example, often online course faculty are not aware of a range of possible opportunities in online courses such as the librarian can meet virtually to provide library instruction, create content specific to the course(s), and/or to conduct research consultations with individual or groups of students, as well as creating and embedding videos and handouts which CONTACT Dr. Larisa A. Olesova

[email protected]

George Mason University, Fairfax, VA , USA.

Published with license by Taylor & Francis Group, LLC ©  Larisa A. Olesova and Anne Driscoll Melville


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L. A. OLESOVA, AND A. D. MELVILLE

explain how to access library resources. One of the biggest challenges can be getting faculty buy-in that librarians can be active and useful partners in online courses. Other considerations include allowing ample time for the librarian to storyboard, create content and upload content in online courses (Easter & Bailey, 2014). This case study describes a successful long-term collaborative relationship between an online course faculty member and a librarian at George Mason University, one of the largest eastern public universities in the United States of America. George Mason University has begun a push to broaden the scope of its online courses, which ultimately lead to the evolution of this successful collaboration. The university issued a directive as part of it 2014–2024 Strategic Plan to expand online courses in order (a) to deliver a transformative innovative learning that is experiential, global, and technology-rich, (b) to provide multiple pathways and delivery formats to serve the needs of different students, and (c) to produce the talent needed to drive economic growth in the region over the next decade (George Mason University, 2013). Since 2011, the number of online courses at George Mason University has nearly doubled and has continued to increase until the present. According to English (2016), the total number of online courses at George Mason University has risen every year. However, as English (2016) mentioned, most Mason colleges remained constant in the number of online courses offered, while the online courses at the College of Education and Human Development and the College of Humanities and Social Sciences increased by 30% and 39%, respectively, accounting for a large percentage of the overall online growth (see Appendix A). Taking into account the constant growth of online courses and George Mason University’s initiative to promote online learning, this collaboration between an online course instructor and a university librarian has become a great long-term opportunity to create an innovative and integrative learning experience for students. This case study shows how library services were embedded in an online graduate course in instructional design. The course instructor taught the graduate online course during three semesters from Spring 2015 to Spring 2016. Library instructional materials were developed and modified by the course librarian during two semesters in Fall 2015 and Spring 2016. Literature review The notion of embedded librarians in online courses is not a new concept. Like journalists embedded into military troops in combat situations, embedded librarians are getting closer to their users, i.e., students, through virtual integration into online courses as co-instructors or the equivalent with the cooperation of the primary course instructor (Kesselman & Watstein, 2009). There are many different examples of embedded librarians in online courses. They might include the following: (a) using discussion boards for communication and interaction, for example, faculty can ask embedded librarians to respond on the discussion board to students when they post questions about library’s databases and search for reputable journals; (b) adding embedded online library guides to provide resources relevant


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to the course and/or assignments (c) creating information literacy online modules that are tailored to the specific assignments for individual courses; (d) online tutorials including video tutorials that provide students practice on the construction of bibliographic citations; and (c) providing online synchronous sessions for research consultations (Bezet, 2013; Cassidy & Hendrickson, 2013; Summey & Kane, 2017). It should be mentioned that the literature has also identified two ways in which library services might be integrated into online courses including library services embedded at the macro-level and at the micro-level (Bezet, 2013; Shank & Dewald, 2003). Macro-level embedding occurs when preexisting library resources (i.e., general tutorials, guides, and activities) are integrated as modules across many online courses. This type of embedding usually requires a smaller time commitment from an individual librarian (Brewer, Rick, & Grondin, 2017; Cassidy & Hendrickson, 2013). Micro-level embedding is a more intense type of embedding where a librarian collaborates with the course instructor to create customized library resources for individual courses (Easter & Bailey, 2014; Parrott & Anderson, 2015). Microlevel embedding usually involves greater direct and purposeful interaction between the embedded librarian, students, and a course instructor. This is why this type of embedding might not fit all online courses and, especially, courses with large enrollment. However, at the same time, micro-level embedding could benefit graduate online courses with a smaller enrollment cap with no more than 30 students. For example, Everglades University started small and evolved from macro-level involvement in which a uniform library guide was uploaded to a central tab on the eCollege website home page to a micro-level involvement in which customized resources were uploaded for individual courses (Bezet, 2013). Faculty-librarian: From cooperation to collaboration The collaborative relationships between the course instructor and the librarian in this case study started in Summer 2015 following the principles of cooperative relationships first and, then, later in spring 2016, their relationships turned to a move from cooperative relationships to collaborative relationships. Following Weaver, Visich, and Roethlein (2012), this case study defines a cooperative relationship between the course instructor and the librarian as customized embedded library services to address course learning outcomes in effectively and efficiently matching library instructional materials. Cooperative relationships are usually well-structured where one of the partners (the course librarian in our case) takes full control over customized resources, i.e., embedded library resources in this specific case study. Both the course instructor and the course librarian decided that using cooperative relationships at the beginning of the partnership would help examine how students’ use embedded library resources and whether the way of embedding was effective to meet course learning outcomes. During this partnership, the embedded library services were integrated into the 15-week graduate online course EDIT 611 Innovations in e-Learning at the micro-level. There were 24 students (16 females and 8 males) enrolled in this


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e-Learning Graduate Certificate program to fulfill the requirements in the Instructional Design and Technology Master program. During the course, the majority of students had already worked as full time instructional designers or educational technologists in industry, corporate companies, schools, or universities. The students explored the latest innovations in e-learning technologies and environments as well as the theoretical issues central to e-learning. The course covered online learning environments including, but not limited to, online learning communities, communication and sharing tools, content creation tools, and communities of practice. Students researched and presented various emerging e-learning applications and how new approaches to learning could be integrated into education and training environments. Issues of target audience, design, usability, and accessibility were also addressed. There were two major projects including: (a) a project where students explored and presented technologies related to their own interests and (b) the final project where students developed an online learning module using the technology they worked on in the first project. Students were encouraged to use library resources to complete both projects. Further, in Spring 2016, cooperative relationships between both partners were developed to collaborative relationships which aimed at strengthening the embedded library services and leading to better outcomes for both partners. In contrast to a cooperative relationship, collaboration not only helped to structure customized embedded services, but it also resulted in the delivery of high-quality services that provided a sustainable competitive advantage (Handfield & Nichols, 2002). In this collaborative relationship, the course librarian became part of the online learning community. The librarian played the role of a co-instructor with direct and purposeful interaction with the online learners through consultations on two major course projects and participation in online discussions. Implementation To implement embedded library instruction in the online graduate course, the course instructor and the librarian used the framework by Zheng and Smaldino (2009). The framework is created on the principles of traditional instructional design models, such as Dick and Carey’s model (1990), Kemp, Morrison, and Ross’s model (1994), and Smith and Ragan’s model (1993). In addition, the framework also includes the key elements for designing instruction at a distance following the works by Moore and Kearsley (1996); Sherry and Morse (1995); and Simonson, Smaldino, Albright, and Zvacek (2000). The framework provides suggestions for practical applications in the distance teaching process that help course librarians better understand instructional design elements and accomplish successful integration of library resources in online courses. The framework consists of the following key elements: (a) learner considerations; (b) design for content organization in distance education courses; (c) instructional strategies; (d) issues related to using the Internet (i.e., Blackboard Learning Management System in this case study) for teaching and learning; and (e) evaluation of the design product, i.e., embedded library instruction.


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Learner considerations

Planning in this case study has become one of the most critical and important aspects of successful embedded library services. In Summer 2015, during planning conversations, the partners discussed what the needs were of students’ in the College of Education and Human Development (CEHD) and how embedded library services will satisfy online graduate students. CEHD education students typically work full-time and, in many cases, have been out of school for ten or more years. The online environment is unfamiliar to them, and the way one accesses information has changed dramatically since they were last in school. They may need to be taught how to find information in databases, conduct effective searches, and how to retrieve articles once they find an interesting abstract. For example, students in this online graduate course were required to search and locate reliable resources to use in two course projects. As students worked on the development of one online module, they were asked to follow copyright regulations for online materials, including online images and videos. To meet online students’ needs in this course, the course librarian provided a variety of assistance to online students including assistance with copyright and access issues, and access to eBooks and streaming media. Some of these needs are the same as in face-to-face courses; however, others are revealed as the course progresses and students indicate they are having challenges finding relevant materials and/or do not know how to access the library’s homepage, its databases, and journals. They often do not know what type of services are available to distance students. Sometimes students struggle rather than admit in front of their fellow students that they are having these and other challenges. In this case, their need for help may not be revealed until the first assignment is turned in.

The design for content organization

Content organization is one of the most important aspects of online design because it may affect students’ learning outcomes directly (Zheng & Smaldino, 2009). During planning meetings in Summer 2015, the course instructor and the course librarian also discussed how to organize and where to locate the online library materials. To help students, the course librarian created video tutorials which demonstrated: (a) how to conduct effective database searches, (b) how to determine if a source is authoritative, (c) examples of how to search the Education Research Complete and PsycInfo databases, (d) how to use the UlrichsWeb Global Serials Directory database to check if a video is peer-reviewed, and (e) how to determine what type of publication a resource is from as well as a video which described and discussed the information cycle. In addition, the course librarian also created course specific and subject specific infoguides (LibGuides), which connected students directly to resources relevant to the course. The library has developed a set of guidelines which provide a structure for the creation of subject and course specific infoguides. For course guides, the following design elements are required by the university library: (a) “Begin Your


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Research” box on the home page which includes a description of the course, any assignments, a link to the syllabus (when possible), and what is contained in the guide; (b) “Find Articles” which links to key databases and journals for the subject; (c) “Find Books” which includes selected books on the topic (print and/or e-books); (d) “Write and Cite” which provides information on Zotero (http: www. zotero.com), citing sources in APA format, and the Writing Center; and (e) “Get Help” which provides a link to the librarian’s calendar so that students can request appointments with the librarian. It should be mentioned that up to four additional pages may be included which link to other relevant resources for the course. Lastly, in order to provide the students with instant access to reference help, a virtual reference widget was also created and integrated. This widget connects students to a librarian six days a week for assistance with research questions. Content on each page is customized to the subject and/or specific course. In essence providing a one-stop shop for students in which they find resources such as databases, key journals, and/or books relevant to their course. The Education Librarian creates the guide with direct input from the faculty member. Items discussed by the stakeholders include the syllabus, specific assignments which are being targeted, as well as placement of the resources within the course website (Blackboard). Instructional strategies

Zheng and Smaldino’s (2009) framework included a section on instructional strategies. Both partners in this case study also discussed what instructional strategies might be applied to help online students use embedded library resources. Similar to Willis (2000/2001), the following instructional strategies were identified and then applied in the online course: (a) do not use long videos and video lectures. For example, videos in this course were five minutes long or less, and were created by a graduate research assistant using Camtasia and Captivate; (b) use locally relevant examples to help online students to comprehend and apply the embedded library content. For example, in this course, all the videos used only George Mason University related content to show students how to locate George Mason resources and how to search for George Mason resources; (c) use short instructional statements when using technical equipment/software. For example, in this case study, instructions to use library reference chat included only two short sentences and embedded hyperlinks to help students get more information if they needed it; (d) reinforce learning through review, repetition, and remediation. For example, the course librarian in this case study used the chat widget “Ask a Librarian” (i.e. virtual reference chat widget), Skype and/or GoToMeeting to answer students’ questions in real time; and (e) create a comfortable and relaxing environment for online students. Students in this case study had direct access to different communicative tools including email to the course librarian, online library chat, the ability to set up virtual individual or group research sessions, and the discussion forum “Ask Your Education Librarian,” which is embedded in the course.


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Issues related to using blackboard learning management system for teaching and learning

Zheng and Smaldino (2009) identified three major problems to consider while designing online instruction using the Internet, i.e., the Blackboard Learning Management System in this case study. The three problems include online students’ interaction, on-time and frequent instructional feedback, and evaluation of online students’ performance. Interaction is the most important element in online courses. During planning, both partners discussed how much interaction should take place between the course librarian and online students in the online graduate course. In this case study, interaction is defined as an event that takes place between a student and student’s environment (i.e., embedded library services). The purpose is to respond to the student in a way intended to change his or her behavior toward an educational goal (Wagner, 1994). For example, to enhance students’ interaction with the course librarian, the forum “Ask Your Education Librarian” was located after the forum “Ask the Professor.” It is important that the forum “Ask the Education Librarian” not be buried amidst others for the online course. If it appears at the bottom of the discussion board in a 16-week course, chances are small students will see it. For example, during the fall 2015 semester, there were eight active discussion forums. This is why the “Ask Your Education Librarian” forum was the second thread and remained in that position throughout the semester. Student questions were primarily related to copyright of images and citing them in APA format. Other questions were related to the finding of resources relevant to the course. There were other ways of interaction including chat with the course librarian or synchronous Skype sessions. Feedback in online courses is one of the factors crucial for successful online communication (Parrott & Anderson, 2015). In this case study, students had direct access to different communicative tools. They usually received a response, i.e., feedback from the course librarian within a few minutes. Blackboard Learning Management System has a “subscribe” option in the discussion board area that was used successfully for immediate or frequent feedback from the course librarian. Subscribing to the forum allowed the embedded course librarian to receive an email whenever a student created or responded to one of the threads in the discussion forum. In online courses, successful connections to online students may be also facilitated through the use of different synchronous tools, such as Blackboard Collaborate (http://www.blackboard.com/online-colla-borative-learning/ blackboard-collaborate.aspx), GoToMeeting (https://www.got-omeeting.com/), and Skype (https://www.skype.com), which make library instruction and research consultations more flexible in comparison to traditional classrooms. Synchronous online sessions in this case study were scheduled at the convenience of the professor and/or student(s). Evaluation of students’ performance while using the embedded library resources was done through the course assignment assessment rubrics. The course instructor added an item on whether requirements for the assignment were met including APA

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citations, the use of copyrighted materials in an online course module, and whether or not reliable sources were used in both course projects. Comparing the quality of projects submitted in Fall 2015 and Spring 2016, it is obvious that the majority of students’ use of citations, copyrighted materials, and reliable sources increased dramatically between fall 2015 (44.4%) and spring 2016 (83.3%).


Evaluation of the design product

Evaluation of the embedded library services occurred in three ways following Zheng and Smaldino’s recommendation (2009). First, the extent to which online students completed the course projects. Almost all the students in both semesters were able to complete both course projects successfully and almost all of them were able to meet the projects’ requirements (accurate use of citation, use of copyrighted materials, i.e., images, and use of reliable sources, i.e., websites). For example, about 34% of students in fall 2015 had issues with accurate use of citations or use of unreliable sources while only 8% of students in spring 2016 struggled with locating reliable sources or accurate use of citation in their projects. Second, evaluation examined how learned library skills were integrated into practice, i.e., course projects. Completed students’ projects were of high quality in both semesters where students showed that an accurate citation was used or they were able to search for reliable sources to integrate into their projects. For example, no students in Spring 2016 had issues with accurate citations or use of copyrighted materials, while almost 12% in fall 2015 faced those issues. Finally, evaluation of students’ satisfaction with embedded library services was collected through the weekly anonymous feedback tool called Dropthought (http://www.dropthought.com). Students provided very positive feedback expressing appreciation of having their own course librarian whom they could ask any library related questions in order to find good resources for their projects. For example, one of the students said, “I also appreciate the library resources offered to us and having a dedicated librarian for our course. It helped several times in doing research.” There were no negative responses received from students on their perception of the value of embedded library resources. Discussion and recommendations This case study showed how the course instructor and course librarian successfully collaborated to embed library services in an online graduate course in instructional design. Both partners used the cooperative approach at the beginning of their partnership when embedded library resources were structured and fully controlled by the course librarian. For example, students had access to the course specific infoguide (LibGuides) created by the course librarian. Students were connected directly to resources relevant to their course including: (a) access to the virtual reference chat widget and (b) videos on conducting more effective searches, finding authoritative sources, how and why to use the APA thesaurus when searching in PsycInfo, using Ulrich’s to determine if a journal is peer-reviewed, and, finally, how to search in Education Research Complete.



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Following Cassidy and Hendrickson’s (2013) example, the course librarian in this case study also started with embedded resources in the fall semester presuming students’ understanding and familiarity of the search tools. However, similarly to Cassidy and Hendrickson (2013), the partners in this case study also customized resources by adding more visual support, tutorials, and step-by-step walkthrough later during spring semester. It is our recommendation to begin the partnership relationship with the cooperative approach (Weaver et al., 2012), where the course librarian is in charge of choosing the embedded resources. Then, when the partners are aware of what specific library resources students need, they can move to more collaborative relationship as happened in this case study. During the collaborative relationship, the course librarian became a part of the course and a co-instructor. For example, similar to Summey and Kane (2017), the course librarian facilitated some of the online discussions and provided feedback helping students with references, images, datasets, and other research services. However, without using the guided framework by Zheng and Smaldino (2009), this partnership would not have been able to successfully develop. Following the framework, using the planning phase to consider learners and content organization, has become one of the most important aspects which made this collaboration successful. In addition, timing was also an important key in meeting the course learning outcomes. We recommend that during the planning stage, the course librarian needs to allow plenty of lead time when sending out emails or communications with online course instructors. Similarly, online course instructors should allow a couple weeks for the course librarian to create and upload the embedded library content. Even when the course librarian used the cloning feature for embedded library resources, enough lead time was needed to upload and tweak the embedded library content for the individual online course. For example, the course librarian in this case study created a practice course in Blackboard based on the institutional preferences. The practice course served as a place where the course librarian built content specific to the course. Blackboard does not usually allow one to pick and choose the resources one wants to add to a specific course. When the professor was sent information about available services the librarian could provide, she included a list of currently available videos, tutorials, and handouts. The instructor could pick and choose resources he/she felt were relevant and/or ask the librarian to create new resources. This strategy helped the course librarian avoid importing and deleting unneeded content for an individual course. In addition, content organization is one of the most important steps. We recommend that all pages in the Learning Management System (i.e., Blackboard) except the home page should have the virtual reference widget embedded. It is good if each guide has a single-column and a side navigation layout with no more than three information boxes on each page (see Appendix B). Further, following Parrott and Anderson (2015), this case study also considered the importance of instructional strategies and issues related to asynchronous online courses. For example, in addition to using the “Ask Your Education Librarian” discussion board, and virtual reference widget similar to Parrott and Anderson’s (2015)

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recommendations, the course librarian also provided feedback to increase students’ interaction.


Conclusion Faculty members hold widely varying opinions about libraries and librarians. Some faculty members are champions of the library, invite librarians into their classrooms, and always encourage students to use library resources. Other faculty may have little use for the library. Most are probably somewhere in between (Bozeman & Owens, 2009). This faculty-librarian partnership was a learning experience for both parties. Partnerships such as this are an ever-evolving process. The end result of a successful collaboration is an improved online learning experience for students. This collaboration proved to be positive for not only the authors, but for the students as well. Communication and flexibility are critical to the success of any partnership. It is especially crucial in the online learning environment. Discussion of where and when to embed the librarian, provision and location of library resources, types of supplemental resources such as videos as well as evaluation during and after the course are critical to success. This model is one which can be easily duplicated in other courses by other faculty and librarians. The big winners are the students taking the course(s). Not only is learning facilitated, but they should finish the course with information literacy skills which can be used in the future.

Notes on contributors Dr. Larisa A. Olesova is a Senior Instructional Designer at the Office of Digital Learning and an adjunct faculty at George Mason University. Her research focuses on distance education, specifically asynchronous online learning environments. Other areas of research and practice include aspects of online presence, the Community of Inquiry (CoI), instructional strategies and best practices in online teaching. Anne Driscoll Melville is the Education Librarian at George Mason University and an Adjunct Assistant Professor at the University of Maryland University College, where she teaches online courses to graduate students. Her research interests include adult education, facilitating online learning, and effective instructional practices for face to face and online environments.

References Bezet, A. (2013). Free prize inside! Embedded librarianship and faculty collaboration at a small-sized private university. The Reference Librarian, 54, 181–219. doi:10.1080/02763877.2013.770351 Bozeman, D., & Owens, R. (2009). Toward a faculty–librarian collaboration: Enhancement of online teaching and learning. Journal of Library & Information Services in Distance Learning, 3, 31–38. doi:10.1080/15332900902794898 Brewer, L., Rick, H., & Grondin, K. (2017). Improving digital library experiences and support with online research guides. Online Learning, 21, 135–150. doi:10.24059/olj.v21i3.1237



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Cassidy, E. D., & Hendrickson, K. E. (2013). Faculty–librarian micro-level collaboration in an online graduate history course. The Journal of Academic Librarianship, 39, 458–463. https://doi.org/10.1016/j.acalib.2013.08.018 Dick, W., & Carey, L. (1990). The systematic design of instruction (3rd ed.). New York, NY: Harper Collins College Publishers. Easter, J., & Bailey, S. (2014). Faculty and librarians unite: How two librarians and one faculty member developed an information literacy strategy for distance education students. Journal of Library & Information Sciences in Distance Learning, 8, 242–262. doi:10.1080/1533290X.2014.945867 English, M. (2016). Online learning annual report, 2015–2016. Retrieved from http://gmutant. gmu.edu/intranet/acquia/webfm_send/3837 George Mason University. (2013). George Mason University Strategic Plan 2014 – 2024. Retrieved from http://strategicplan.gmu.edu/wp-content/uploads/2013/07/GMU_Strategic_ Plan_Web.pdf Handfield, R. B., & Nichols, E. L. (2002). Supply chain redesign: Transforming supply chains into integrated value systems. Upper Saddle River, NJ: Financial Times Prentice Hall. Kemp, J. E., Morrison, G. R., & Ross, S. M. (1994). Designing effective instruction. New York, NY: Merrill. Kesselman, M., & Watstein, S. B. (2009). Creating opportunities: Embedded librarians. Journal of Library Administration, 49, 383–400. doi:10.1080/01930820902832538 Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. Parrott, D. J., & Anderson, J. M. (2015). Distance education faculty and librarian collaboration: Developing technological skills of school librarian candidates. Journal of Library & Information Services in Distance Learning, 9, 266–274. doi:10.1080/1533290X.2015.1091425 Shank, J. D., & Dewald, N. H. (2003). Establishing our presence in courseware: Adding library services to the virtual classroom. Information Technology and Libraries, 22(1), 38–43. Simonson, M., Smaldino, M., & Zvacek, G. (2000). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Prentice-Hall. Sherry, L., & Morse, R. (1995). An assessment of training needs in the use of distance education for instruction. International Journal of Educational Telecommunications, 1(1), 5–2. Smith, P. L., & Ragan, T. J. (1993). Instructional design. New York, NY: Macmillan. Summey, T. P., & Kane, C. A. (2017). Going where they are: Intentionally embedding librarians in courses and measuring the impact on student learning. Journal of Library & Information Services in Distance Learning, 11, 158–174. doi:10.1080/1533290X.2016.1229429 Wagner, E. D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6–26. doi:10.1080/08923649409526852 Weaver, B., Visich, J., & Roethlein, C. J. (2012, November 19). Coordination, cooperation, and collaboration: Defining the C3 framework. Paper presented at the 43rd Decision Sciences Institute Annual Meeting, San Francisco, CA. Willis, B. (2000/2001). Strategies for teaching at a distance. In K. Mantyla (Ed.), The 2000/2001 ASTD distance learning yearbook (pp. 197–201). New York, NY: McGraw-Hill. Zheng, J., & Smaldino, S. (2009). Key instructional design elements for distance education. In A. Orellana, T. L. Hudgins, & M. Simonson (Eds.), The perfect online course: Best practices for designing and teaching (pp. 107–126). Charlotte, NC: Information Age Publishing, Inc.

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Appendix A


Table 1. George Mason University Online Learning Annual Report 2015–2016

College

S

F

Sp

FY-

S

F

Sp

FY-

Visual & Performing Arts Science Conflict Analysis & Resolution College of Education & Human Development Health & Human Services SPGIA Business University (Provost) Engineering Totals

         

         

         

         

         

         

         

         

Appendix B Table 2 InfoGuide Review Rubric Guide Name: Guide Owner: Reviewer: Review Date: Points: 1 – Needs Improvement (provide explanation) 2 – Meets Expectations

Category

Standard

Purpose

The purpose of the guide is clear on the guide homepage. The guide description (below title of guide) provides clear details about guide subject content and relevance. Guide Type Identified (Course, Subject, Topic) Guide has a single-column, side navigation layout with a “Begin Your Research” tab at the top Navigation throughout the guide is logical and consistent Each page of the guide has a friendly URL (for example: /begin, /books, /articles, /write, /help, etc). Pages do not redirect to new guides. If boxes contain links that redirect, there is a description warning a redirect will take place. Subject Guidehas five required pages: “Begin Your Research” (home page), “Find Articles,” “Find Books,” “Write & Cite,” and “Get Help.” Topic Guide has two required pages: “Begin Your Research” and “Get Help”. Course Guide has three required pages: “Begin Your Research,” “Write & Cite” and “Get Help”. Guide has no more than  pages. Pages contain no more than  boxes, excluding profile & IM widget IM Widget appears on all pages except “Begin Your Research” Data Services guides have a box with contact information in place of widget “Begin Your Research” page (home page) content is limited to the “Profile” box, “Begin Your Research” box, “Related Guides” box, and if applicable a Browzine or Primo search box r All Guides may have  box (out of  total boxes) on something specific to the course, subject, content, etc.

Navigation

Content

Points

Comments

(Continued on next page)


299

Continued Category


Links

Tabbed Boxes Shared Boxes

Language

Accessibility

Contact

Standard The “Mason Online Students & Faculty” box is included on the “Get Help” page for any Course Guide where the course is a designated online or hybrid course, or for any Subject Guide where the subject area offers at least one designated online or hybrid course All tutorial and/or video content is listed as annotated links and is limited to the top – relevant resources. Structure of content is clear and easy to use; logically sequenced Content does not duplicate information found on the University Libraries website, George Mason University webpages, or within the pages of the guide itself. All link lists are annotated with descriptive text. Database links are added using A-Z Database list in Infoguides. Hyperlinked page names in the Begin Your Research box are identical to the side-navigation page names and order Boxes contain no more than – resource links (databases, journals, websites, etc.). All links throughout the guide have appropriate titles. Tabbed boxes are used judiciously. Content is homogenous and concise. Shared boxes are used for any content about Mason Online, One Button, Academic Support, Find Books at Mason, Zotero, Writing Center. These must be mapped from ADMIN-Shared Boxes & Widgets. All page names are short and use “action” language; no present participles (i.e. “Write & Cite” rather than “Writing & Citing”; “Find …,” “Get …”, “Locate …”) Language is clear, direct, efficient, and minimizes use of library jargon All images have appropriate “alt” tags that describe their content (reference sheet available from Penn State). To check alt tags: http://seositecheckup.com/tools/image-alt-test Content meets accessibility guidelines. (See ATI’s checklists & best practices for assistance). r Examples: size pt font, no colored or italicized font, no tables unless coded for machine readability Profile box is located only on the “Begin Your Research” page of the guide and contains only the following: image, name, a contact method, subject areas, and/or the scheduler button. The “Get Help” page includes a box called “Schedule an Appointment with [librarian name]” with the widget to the librarian’s LibCal Scheduler. r Data Services guides may provide email contact information in place of LibCal Scheduler.

Total Points: –/52 Reviewer Initials & Date:

Points

Comments