The subject librarian and the virtual learning environment

Abstract

Purpose-The prevalence of virtual learning environments (VLEs) in higher education is well-documented and has been promoted in the UK by government-funded projects, but there has been little empirical research on the level of involvement of subject librarians with VLEs. The survey was designed to investigate how VLEs are affecting the work of subject librarians and to examine factors influencing their use in providing electronic information resources and developing information skills. Design/methodology/approach-A questionnaire was distributed electronically to a purposive sample of 132 subject librarians at seven UK universities. The instrument contained mainly closed specified-response questions with a few open questions and obtained a response rate of 43% (n=57). Findings-Use of VLEs by subject librarians varies both between and within institutions. Factors affecting this include the subject area, cooperation of academic staff and attitudes of librarians towards technology-based teaching. JISC-funded projects have enabled better use of VLEs through the creation of re-usable learning objects and development of pedagogical understanding and skills. Recognition by academic staff of the teaching role of subject librarians has a critical impact on their involvement with VLEs. Research limitations-The timeframe limited the scale of the study and size of the sample. The mainly quantitative approach limited the detail and depth of responses, but sufficient data were collected to establish broad trends, illuminate important factors and identify key issues. Originality/value-The study provides empirical evidence of how VLEs are affecting the day-today activities of subject librarians and suggests areas where further research would be valuable.

The Relationship Between E-Learning Service and Student Satisfaction a Case Study at the Syrian Virtual University (Svu)

“…Finally, results show that satisfaction dimensions are all applied at the SVU (privacy and security -ease of use -order fulfillment -customer service -electronic service portfolio) respectively from students' perspective. This result corresponds with previous literature which revealed that all satisfaction dimensions undertaken in this study plays a vital role in assessing service quality of e-service and customer satisfaction in e-service settings (Hermans, Haytko, & Stenerson, 2009;Ba & Johnsson, 2005;Sawang, Newton, & Jamieson, 2013;Corrall & Keates, 2011;Sánchez, Hueros, & Ordaz, 2013;Roca, Chiu, & Martinez, 2006). However, satisfaction dimensions do not vary because of the effect of (Gender, age and degree) for students.…”

Student perceptions of staff in the Information Commons: a survey at the University of Sheffield

“…However, there is extensive recent evidence from both the UK and USA that negotiating access to course web sites “owned” by faculty continues to be a major problem for reference and liaison librarians (Corrall and Keates, 2011; York and Vance, 2009).…”

“…In addition, as Moore and Wells (2009, p. 78) argue, "if students associate a specific librarian with research [or teaching] in a particular discipline or major, they are more likely to seek expert help rather than settle for the best they can do on their own or through asking their friends". However, there is extensive recent evidence from both the UK and US that negotiating access to course websites "owned" by faculty continues to be a major problem for reference and liaison librarians (Corrall and Keates, 2011;York and Vance, 2010).…”

Faculty Usage of Library Tools in a Learning Management System

“…9 These barriers can create a perception of library marginalization in LMSs. 10 In addition, some faculty are unaware of how the library might support their teaching and facilitate student learning. 11 Since few LMSs include integrated library components, the full potential for delivering library resources and services into the classroom remains underused.…”