Provision and Access to Library Support Services for Distance Learners in Ladoke Akintola University, Nigeria

The chapter discusses library support services in a distance education system and their value and importance in the overall development of a learner in general and a distance learner in particular. The chapter also traces how emerging digital technologies allow libraries to offer efficient support services to distance learners. This case of Distance Library Services at a university in India describes the evolution, experiences and challenges of offering distance library services through the university. The chapter focuses on information literacy and use of social networking tools. Development of information literacy is critical for distance learners, and social networking tools based on Web 2.0 technologies may provide library services and impart information literacy to distance learners. The chapter concludes with some suggestions pertaining to opportunities and future propositions.

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Obstacles Encountered by Learners, Instructors, Technical Support, and Librarians

Flexible Learning in an Information Society ◽

10.4018/978-1-59904-325-8.ch029 ◽

2011 ◽

pp. 306-319 ◽

Cited By ~ 1

Author(s):

Badrul H. Khan ◽

Laura J. Cataldo ◽

Ruth Bennet ◽

Salvatore Paratore

Keyword(s):

Learning Environment ◽

Support Services ◽

Learning System ◽

Design Development ◽

Flexible Learning ◽

Learner Centered ◽

Library Support ◽

Development Evaluation ◽

High Level ◽

Goals And Objectives

To create a successful flexible learning system, one with a flexible learning environment where learning is actively fostered and supported, a systematic process of planning, design, development, evaluation, and implementation is needed. A flexible learning system should be meaningful not only to learners, but also to all stakeholder groups, including instructors and support services staff. For example, a flexible learning system is meaningful to learners when it is easily accessible, well designed, learner centered, affordable, and efficient and has a facilitated learning environment. When learners display a high level of participation and success in meeting a course’s goals and objectives, this can make learning meaningful to instructors. In turn, when learners enjoy all available technical and library support services provided in the course without any interruptions, it makes technical and library support services staff happy as they strive to provide easy-to-use, reliable services.

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Listening and learning: myths and misperceptions about postgraduate students and library support

Reference Services Review ◽

10.1108/rsr-03-2019-0019 ◽

2019 ◽

Vol 47 (4) ◽

pp. 594-608 ◽

Cited By ~ 2

Author(s):

Shiobhan Alice Smith ◽

Antje Lubcke ◽

Dean Alexander ◽

Kate Thompson ◽

Christy Ballard ◽

...

Keyword(s):

Focus Group ◽

Support Services ◽

Master's Students ◽

Student Preferences ◽

Content Type ◽

Postgraduate Students ◽

Seeking Help ◽

Library Support ◽

The University

Purpose The University of Otago Library conducted a review of its postgraduate support program in 2018. The purpose of this paper is to report on the findings of a questionnaire and follow up focus group undertaken as part of the review. It highlights postgraduate student preferences for learning about support services, their ideas on marketing these services effectively and the kind of engagement that works best for them. Design/methodology/approach A questionnaire was developed and deployed in July 2018. It contained 20 questions and was emailed to 2,430 enrolled Otago doctorate and master’s students by the University of Otago (GRS). A total of 564 responded, 391 completing all questions. A follow-up focus group was held in August 2018. Quantitative data were collected and analyzed using Qualtrics software and qualitative data were coded and analyzed using NVivo software. Findings Respondents highlighted the difficulty they have learning what support services are available to them. In some cases, they also feel a stigma when seeking help because of their status as postgraduate students. They suggest practical ways libraries can better reach out to them. The findings confirm previous literature about the need for libraries to improve marketing of their services to postgraduate students, communicate via supervisors and departments where possible and provide a variety of engagement options. Originality/value Before (re)developing postgraduate programs, libraries can gain valuable insights and test assumptions by surveying students.

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