Mixed Mode Mixed Up

1
Mixed Mode - Mixed Up?

• Challenges in Library Support for Flexible
  Learning
• Alison Hunter

2
Students want

• Location independence
• Time independence
• Flexibility in course choice
• Assessment choice
• Instant response (ie Internet time)
• Alison Hunter, University of Southern Queensland,
  Australia

3
Choice and mixture of learning modes

• On-site - full-time traditional day
• On-site - part-time or night/weekend)
• Off-site, personal tutorial contact (personal,
  tele-/video- conferencing)
• Distance correspondence
• Online, little or no direct physical contact
• All of the above, at various times or
• all at once..

4
USQ a multimodal University
5
Styles of learning teaching

• Traditional text and lecture based
• Internet/online vs book-based
• Team/project/ problem-based learning
• Multimedia/visual vs text vs oral etc
• Training vs learning both at once?
• Deep learning and reflection

6
Funding modes and choices

• HECS - ie government supported
• Full fee -
• undergrad
• post-graduate
• Value-added - core payment and fees for
  additional services

7
The result? Simultaneous Multi-modal study

• Students move flexibly from one mode to another,
  or study simultaneously in multiple modes
• Especially in on-campus/off-campus/online
• Across time and location
• On-campus
• Online Off-campus

8
Librarys involvement in the problem

• Resources in print, CD-ROM, microfilm, electronic
  online formats
• Multiplicity of interfaces, forms of
  authentication
• Multiple points of access
• Document supply restrictions
• Funding problems restricting services
• Service models based on traditional modes
• (eg face-to-face and distance ed.)

9
Library Responses

• It should be no longer sustainable for the
  library to differentiate its services to
  particular discrete groups of students
• because -
• they are no longer discrete groups.

10
Library Responses

• Policies on lending, services that do not
  discriminate, enable modal movement by students
• Promote integration of off-campus, on-campus and
  online services in library structure and
  processes
• Authentication as urgent priority
• Single sign-on
• Easy processes, help for remote users in many
  ways
• Institutional funding that recognises
• Continuing critical role of information resources
  in learning
• Flexible models based on service outcomes (esp
  for international and online students)

11
Service Responses

• Portals to promote simplicity
• Better learning pathways for info literacy
• consistent approach
• Modular, small chunks, able to be standalone or
  integrated into academic content
• generic skills-based
• eg. eGO (USQ) Pilot (USQ)
• Modal indifference for service by staff, via
  training, and flexible response
• Interlibrary loan processing eg LIDDA
• (aim to improve service response to on-campus
  levels?)

12
Reference responses Personal service and
presence. Virtual/automated reference

• Synchronous One-on-one chat
• Tools becoming available (eg HumanClick
  (http//www.humanclick.com) LivePerson
  (http//www.liveperson.com)
• Good for quick service, eg IT help
• Asynchronous Virtual reference desk (email,
  web-based)
• Good for all-hours reference service, if global
  24 hour coverage not possible
• Useful for serving geographically distant library
  customers
• For users who may be unable physically or
  unwilling to approach a librarian in person
• Automated, context-sensitive creation and
  presentation of frequently asked ( updated!)
  reference questions (FAQs)
• Guided tutorials (e.g., database searching,
  learning and using applications)

13
Reference responsesPersonal Information
Gathering Sorting

• Customized current awareness services organised
  with suppliers eg IDEAL
• Automatic, customized searching (cooperation with
  other subject-expert agents)
• Personal newspapers and Web sites (e.g.,
  MyYahoo!)
• Customized search engines and filters (eg Endnote
  connect files enabling personal info management)
  
• E-mail filtering and sorting programs
• Custom recommendations of sites/items of interest
• (Zick, Laura (2000) The Work of Information
  Mediators A Comparison of Librarians and
  Intelligent Software Agents First Monday, volume
  5, number 5 (May 2000),
• URL http//firstmonday.org/issues/issue5_5/z
  ick/index.html )

14
Service ResponsesMediation between searcher and
information

• Role of subject searches (for remote users)
• Different type of service for those without
  Internet access? (ie encouraging those with to
  do-it-yourself)
• Different type of service for research students?
• Delivery mechanisms changing (email, Internet
  fax, etc) - changing service levels?
• Value added service (chargeable?)
• Current awareness services for students? (part of
  portal services?)
• Alison Hunter, University of Southern Queensland,
  Australia

15
CONCLUSION

• Our users are demanding flexibility in formats,
  services, responses
• We need to be relaxed, understand their needs and
  go the distance to meet them.
• Alison Hunter, University of Southern Queensland,
  Australia