1st Draft/Working Paper - Refining the Role of the Public Library : Distance Education Services

1. Community survey
2. Literature review
3. Review of services already in place & assessing current needs
4. Action plan/determining goals
5. Putting it into place
6. Preliminary results

In June, 1998, the Teton County Library conducted a household survey to determine the scope of its 5 year strategic plan (2000-2005). Three hundred Teton County residents were interviewed in a telephone survey conducted June 3 through June 6 (MoE +/-5.8%). Of the potential services offered by the Teton County Library, services regarding continuing education were requested by the majority (53%) of the respondents, followed by distance learning services (Graph 1).

Interviewees were also asked how likely they would be to use a list of services, including assistance for students of all ages. Student assistance received the highest percentage of positive responses with 27% of respondents indicating they would be "very likely" to use these services at the Library (Graph 2).

Though distance education had existed prior to our 1998 survey, the role of our public library in the provision of services to distance learners in the community was not clearly defined. The results of our community survey indicated that our residents wanted our library to take a more proactive stance toward providing distance education services (whatever those might be). Accordingly, library staff members and Board members forged ahead with identifying major programming areas to be included in the library's five year strategic plan. The stated goal for the distance education aspect of the strategic plan became: to provide resources in collaboration with other educational institutions to enable community members to pursue distance education.

The Teton County Library's distance education planning process was put on hold while other strategic plan objectives were addressed by the library's staff. However, in early 2002, a distance education planning committee was formed to address the community's 1998 responses and formulate specific goals and action plans by which to accomplish the strategic plan/distance education goal.

Step 1: The literature review.

Our committee began a long search through the public and academic library literature, both in print and electronic, to assess what, if anything, public libraries were doing to address possible distance education needs in their communities. Though many public libraries provide exam proctoring, internet/computer, and interlibrary loan services, few offered comprehensive services specifically for distance learners. What our literature search did uncover is the affirmation that a distance learner's "home" academic library is responsible for meeting the educational needs of its enrolled students.

This paradigm represents a challenge for public libraries, especially those which are rurally located. Distance learners living in communities with universities or colleges probably do not seriously consider what their public libraries can offer them, but distance learners, living in communities without academic libraries, are left with few other options for certain services. On the other hand, public libraries often defer to academic libraries where many distance learners' needs are concerned - leaving distance learners (and potential students) with fewer places, outside their homes, to pursue their educational goals.

To address the lack of academic library services - especially in rural areas - a few state library associations have forged partnerships with the colleges and university systems in their respective states. Notable programs exist in Florida, Mississippi, and Indiana, where services range from universal lending privileges to hosting distance education courses, via satellite feed, in the public libraries themselves. Additionally, a survey from the State University of West Georgia indicated that nearly one-third of distance learners used nearby public libraries for services instead of SUWG facilities.

Nearly 90 percent of public 4-year institutions offer distance education courses, and entire degree programs can now be completed through distance learning. Peterson's Guide to Distance Learning Programs, 2004 boasts more than "4,600 degree and certificate programs at more than 1,100 accredited institutions in the U.S. and Canada." The Council for Higher Education Accreditation reported 3.1 million people enrolled in a distance learning class in 2003. Increasingly, primary and secondary schools are turning to distance education strategies (Internet, satellite courses, etc.) to reach rural populations.

Step 2: Review of services already in place & assessing current needs.

As with many public libraries, the Teton County Library offers exam proctoring, interlibrary loan services, and limited availability of our online public access computers. However, as indicated by our 1998 community survey, our patrons (like so many others) wanted more.

Our literature review revealed some possibilities - some attainable, and some perhaps not. Though our 1998 survey indicated an interest in distance education services, we needed to uncover what the needs actually were on the ground. We approached determining contemporary needs in several ways. First, we took an electronic approach including: e-mailing distance education staff members, of regional universities, and our local office of Central Wyoming College, to evaluate the types of services that the Teton County Library could offer, in support of distance learners; posting inquiries on LISTSERVs; and contacting staff members of public libraries with extensive distance learning programs and services. Second, we polled our patrons, who were using our proctoring services regarding the frequency with which they used our facilities for their learning needs and what types of services they would like to see added. Finally, we conducted a focus group of current, former, and future distance learners to discuss the possibilities of filling in some of the gaps either experienced (or feared) by distance learners in our community. Requests from our distance learner focus group were as follows:

• Extended ILL loans
• Alternative ILL returns (e.g., TCL pays return postage)
• Library/facility orientations
• CD/RW (mass storage) access on Internet PACs
• Quiet space
• Writing tutor
• Mentoring/networking/support group service, integrated with a homework center/study hall for adult learners (received the highest number of votes)

Step 3: Determining objectives and action plans

From our literature review, surveys, and assessment of services already in place, the distance education committee determined the main goal that was within our scope of operation and ability to implement: Provide resources in collaboration with other educational institutions to enable community members to pursue distance education. Five objectives were identified from our focus group meeting:

• Explore strategies for Interlibrary Loan services to better meet the needs of distance learners.
• Develop and conduct periodic library orientations with respect to the needs of distance learners.
• Provide relevant programming to support distance learners' needs.
• Establish and maintain a dialog with distance learners to stay current with technological and material needs.
• Explore options and strategies to create space and time for distance learners to study and network.

The committee used these objectives to create action plans and assign tasks to the appropriate staff members.

Action plans to meet strategic goal:

• Explore strategies for Interlibrary Loan services to better meet the needs of distance learners.
1. Review current ILL form and add distance education statistics to track use.
2. Assess automatic extension period for in-state materials - possibly from one to three weeks.
3. Review ILL policies with U of WY, and work with U of WY's library to meet the needs of our community's distance learners.
4. Periodically review ILL policies of Wyoming libraries (public and academic) for continued relevance to distance learners' needs.

• Develop and conduct periodic library orientations with respect to the needs of distance learners.
1. Reference resources
2. Technology resources
3. Facilities resources
4. Collection tour

• Provide relevant programming to support distance learners' needs.
1. Research academic writing workshops/speakers/programs or other topic areas specific to distance learners (e.g., time management, organization, etc.)
a. create exit survey/evaluation for programming
2. Collaborate with local resources (JH Writer's Conference, Central WY College, UW Outreach) to ensure availability of distance learner's resources.

• Establish and maintain a dialog with distance learners to stay current with technological and material needs.
1. Establish materials needs.
b. general collection areas applicable to distance education
c. assign staff in those collection areas, if necessary
2. Periodic review of technology/services (hardware/software/etc.)
a. create a survey tool to be used in Adult Study Center
3. Act as a clearinghouse for the technology needs, which the library does not offer.
a. create a list of local "technology" providers

• Explore options and strategies to create space and time for distance learners to study and network.
1. Development of a quiet study space/time in the library
a. annual assessment of services offered/needed

Step 4: Implementation

The Distance Education Committee, with the approval of the library's management staff, began to distribute the individual tasks to the appropriate staff members. Many actions (and "sub"-actions) were completed relatively quickly; however, some required a greater amount of coordination, more meetings, and creation of policies to coincide with new services.

As with any action plan, some components are easier to implement than others. The idea of a library orientation - similar to those conducted in academic libraries for incoming students - has emerged from our synthesis of the action plans, and has yet to be realized. The framework for these tours has been completed; however, at this writing, the library has not conducted tours specifically for distance learners. Adding a virtual tour of our library is another proposal (which came from the idea of conducting distance education-specific tours of our collections, facilities, etc.) is not currently a priority for our library's Web Committee. Our first attempt to host a distance learning workshop, despite the generous offer of the University of Wyoming's Outreach staff to come to Jackson at their own expense, was met with three participants registered. Our Adult Study Center - which addresses the need of distance learners for more computer time and a quiet space - with a slated opening date of September 13, was not open until the first week of October.

For the objectives which have not been fully realized, there are examples of success from our strategic planning process. First, the Adult Study Center is (finally) open, and we are working to promote its usage through word-of-mouth, distributing literature to the Central Wyoming College office in Jackson, contacting CWC instructors, signage, etc. However, we are hopeful that once distance learners learn about this service, we will see usage rise. Second, we better appreciate the need to consolidate distance learning services available from our library into one ready reference item (a folder, spiral bound booklet, brochure? We're not sure yet). Centralizing this information is crucial for distance learners, who often have many other things to consider - rather than wandering around the library or being sent to different public desks. Finally, the importance of patience becomes more relevant. We cannot realistically expect that despite our early marketing attempts, distance learners would necessarily flock to a distance education workshop - even if it was free. Moreover, given the nature of distance education, it is unreasonable to believe we will reach the necessary populations via CWC or the University of Wyoming alone. Our community will need some time to realize that our public library is serious about supporting their distance learning needs, and that the Teton County Library is a another resource for students' in addition to their "home" academic library.

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