7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
ROLE OF LEARNING RESOURCE CENTRE OF WESTMINSTER INTERNATIONAL
UNIVERSITY IN TASHKENT IN SUPPORTING OF INDEPENDENT LEARNING AT WIUT
ФОРМИРОВАНИЕ ИНФОРМАЦИОННО ГРАМОТНОГО ПОКОЛЕНИЯ
СПЕЦИАЛИСТОВ (НА ПРИМЕРЕ УЧЕБНО-РЕСУРСНОГО ЦЕНТРА МВУТ)
Victoria O., Levinskaya, WIUT Learning Resource Centre Manager, Doctor of Philosophy
Murod Mamasaliev, WIUT Learning Resource Centre Specialist, Master of Education
One of the most important task, which are faced all higher education learning resource centers
of the Republic of Uzbekistan is to endow all student body with sufficient resources, in order to
stimulate the independent learning of students. This learning resource provision goes along with current
reform in a sphere of higher education. The main goal of such reforms in Uzbekistan is to make this
country to be integrated into the modern post- industrial world and prepare such specialists, who would
be capable to adapt for quickly changing requirements of a labor market. These reforms are conducted
in a framework of the National Program on professional training; it was adopted in 1997 and defined
the basic directions and reform stages in all education system, including higher education.
For number of years Uzbekistan performed upward trend in demand to the higher and
vocational training, not only ought to demand of demographic situation in the country, but mostly
because of favorable social and economic situation in the country. Particularly the analysis of the
general tendencies in professional structure has shown that enrollment of students, who are majoring in
education has essentially increased - from 32 % in 2001 to 40 % in 2006 to 54.8 % in 2008 -, as
compared to only 9.4% in Russia. Such increase in the number of students requires changing in training
approaches, as it happened in other as developed as well as developing countries in recent years; and
adopting the independent learning as a main method is essential for an education system. In practice,
the system of higher education of Uzbekistan has some experience of incorporation of independent
learning into general education activities. Correlation between classroom hours and hours of
independent learning in percentage is 66% to 34%, and in the further prospect this indicator may be
equalized or even overbalanced in favor of independent learning, as in many European countries. For
instance, in the Great Britain independent learning is occupied up to 75% out of all general hours given
for training and as a result this education system managed to deliver one of the best learning
curriculums by using this approach 1.
Independent learning is part of an ongoing, lifelong process of education that stimulates greater
thoughtfulness and reflection and promotes the continuing growth of students' capabilities and powers.
More than the rote learning of facts and skills, this approach to learning encourages students to make
meaning for themselves, based on their understanding of why and how new knowledge is related to
their own experiences, interests and needs. Independent learning involves all subjects of learning
process in an interactive process that encourages students' intellectual development and their capacity
for independent and reflective judgment 2. Independent learning requires that people take responsibility
for their own learning. Individual responsibility stems from the belief that learning can be affected by
1
C.E. Engel. (1997). ‘Not Just a Method But a Way of Learning’. In D. Boud & G. Felleti. (Eds.) (1991). The Challenge of
Problem-Based Learning (2nd ed.). London: Kogan Page. p. 17–27.
2
L. Wilkerson & W.H. Gijselaers. (Eds.) (1996). Bringing Problem-based Learning to Higher
Education: Theory and Practice (New Directions in Teaching & Learning Series, No. 68). San
Francisco: Jossey-Bass.
7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
effort, and this belief is the critical factor which leads to individuals' perseverance in the face of
obstacles. An important motivating factor in independent learning is the encouragement of students'
own interests and their desire to learn. Students will be motivated to learn if the learning activity is
meaningful and if the knowledge is useful and provides a means of achieving a desired goal. Such
learning activities provide a stimulus to reflective inquiry and continuing intellectual development. In
contrast, learning activities in which the student has no interest lead to increasing dependence on
external motivation and extrinsic rewards. Working with librarians in the library resource center
program will also further encourage student inquiry. It is increasingly accepted that one of the most
important outcomes of higher education is that students emerge with well-developed learning skills that
will equip them for their future careers and lives. It is therefore important to address students’ ability to
make good use of the ever-widening range of learning resource materials that they will encounter in
higher education. 3
Thus, it is very important for the students who spend more than half of their educational time in
the Learning Resource Centers to be supported methodically, when it’s necessary, by the staff. It shows
that the LRC staff members are active participants of the educational process closely co-operating with
academic staff. They have to provide students with such support, which will lead to their successful
education, and first of all to ensure that students are able to perform:
1. Desire to study (motivation);
2. Education in practice (studying on experience, practice);
3. Provide feedback (to be well informed about successful process of learning);
4. Digest knowledge (understand and realize that has been studied).
These factors are the main conditions of successful resource-based learning, which support
students’ learning and able to help improve education process in those universities, which experience
constant increase students number and therefore an overload work for teachers, individual study of
learning resources can help to resolve this problem. As a result of recognition an importance of
transferable personal skills development, more preferences were given to seminars without the teacher,
which will be organized in discussion areas of the learning resource centers and process proceeds in
groups. Quality and modernization of many printed and published teaching materials has been
considerably improved. In addition to a traditional education systems we can see also a development of
flexible, open and modern systems of teaching and learning such as: distance learning, project- based
learning in which important role play projects not only quality of learning resources but also level of
effective usage of these resources by users. Rapid development of education based on electronic and
software applications, including the Internet increases the number of educational resources and
accordingly the requirements for students quickly assimilate them to achieve the educational
objectives. Furthermore, by means of discussion or brainstorming revealed changed expectations of
users from education at present time. As a result learners realized more clearly a modern education
system and what the challenges are in the information century.
Over many years all libraries of Uzbekistan, including academic libraries were neglected by the
governmental bodies; namely resources were not up-to-dated, library catalogs remained manual,
libraries were not computerized and did not have access to on-line resources; librarians had a very little
3
P. Race. (1996). ‘Helping students to learn from resources’. In S. Brown & B. Smith. (Eds.)
Resource-based learning. London: Kogan Page. p. 22-37.
7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
salary, and prestige of this profession had a very low value among youngsters. Therefore, many
libraries in Uzbekistan were closed, and others dragged out a miserable existence. It was true also for
the academic libraries, especially in remote regions of Uzbekistan, were the situation was much worse
then in big educational centers of the country. Majority of staff members, working there were old
women, who tried to find a quite place for work and have some rest from their household duties, or
very fresh secondary school graduates, who were not successful in passing university entrance exams
and tried to use one more year of preparation, working among books in order to be successful next
year. Neither of them had motivation to get new professional skills or introduce with contemporary
technologies in order to improve library services, and make academic libraries fit with present-day
requirements. The main duties of such librarians, working in academic libraries were to bring books
and other printing materials from the depository to a reader, and this process quite often has been very
slow and sometimes unsuccessful, so readers were not able to satisfy their demands and tried attend the
library as rare as possible. Some graduates of regional universities even did not know, where the library
of their university is located, and of course this level of library services had a huge negative impact on
level of qualification of new specialists.
This description can be supported by the facts, which were revealed during an extensive survey,
organized by Westminster International University in Tashkent staff members in a framework of the
TEMPUS project “Development of Independent Learning in Uzbekistan (2005)” in order to define the
current situation with adequate provision of Learning Resources in local universities for distribution of
Independent Learning (IL).
Members of the team conducted interviews with library managers and staff members and made
library observations. All of them filled the library observation forms and questionnaire. This survey
showed that current situation with Learning Resources did not fully support to development and
dissemination of IL. They got complains from academic staff members about shortage of learning
resources to provide quality education, especially on Masters Level. The same complained were made
by students. In order to sum up all data gathered during the survey, I put them into following account:
1.
Although most of the libraries had a very rich stock (around 1 million items in some
universities, for example Samarqand State University, National University of Uzbekistan, Bukhara
State University), most of the books been purchased in the Soviet time and outdated. The same
situation in a medium-size and small faculty libraries.
2.
None of the libraries had international subscriptions or electronic subscriptions.
3.
Was observed shortage of textbooks in local languages (Uzbek, Karakalpak, Tajik)
4.
Academic staff and library staff did not take part in a book order process. In that case
some modules covered by excessive quantity of learning materials, some did not have any. There was
no data asked from the Library staff before making a book order. Most of the recent arrivals, books on
socio-political issues and not enough resent subscriptions on specific subjects in biology, chemistry,
business, economics, etc.
5.
All libraries had been using a manual catalog, to order a book was necessary to spend a
couple of hours. Some of the universities were trying to introduce electronic library catalog, but they
face different problems, first of all a large number of book, using outdated classification (most of the
libraries still using Soviet one), lack of IT skilled personnel, most of the librarians are older then 55 and
they have low motivation for improvement (average salary of librarian at that time was around $ 25 a
month), at the same time because of the low salary structure it was difficult to attract young qualified
personnel.
6.
All libraries in Uzbek universities do not have open access for students to their stock, it
makes process of ordering books long and not efficient, students sometimes give up to get book from
the library and loosing interest to it.
7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
7.
IT resources were a very big issue, number of computers at the libraries was not
sufficient. In those universities, where were some computer labs, they were closed and none of the
computers were used by students.
8.
Very few libraries have internet access, printing and coping facilities.
9.
Trainings for new users was not effective, because they are included only information
about how to use manual library catalog and did not include other types of learning resources.
However, this deplorable situation was brought into attention to the Government of Uzbekistan
and Decree of the President of Uzbekistan “On supplying with information and library services the
population of the Republic of Uzbekistan” 4, which was adopted in June 2006, and since that time some
efforts have being taken towards enforcing this decree into reality. The main idea of this decree is to
transform existent libraries into Information Resource Centers, equipped with latest technologies.
According to the decree the highest aim of the learning resource centers is to provide all users with
equal education opportunities, and also improving quality of higher education by effective usage and
popularization of scientific and education resources, as learning as well as human. Therefore, the
learning resources are becoming the crucial element in the achievement of this aim. Quite large
amount of money was allocated for purchasing computers and other office equipment for the libraries,
development computer-based library systems and providing libraries with Internet access. Yet, the lack
of professional librarians has been a very serious obstacle on the way of modernization of the academic
libraries, and work with those who does not have any idea how to use modern technology now is the
most important and urgent problem, which should be resolved soon.
In traditional libraries learning resources are mostly included printing materials, and it is first of
all books, journals, and newspapers. Some academic libraries also have scientific dissertations. In fact,
it is only a tiny part of existing modern resources, which can be consisted of library fund, nowadays,
the range of media available to support student learning is extended by many technological
developments, and includes: interactive computer-based packages, using a variety of formats including
interactive video, CD-ROM, and hypermedia; interactive computer-based communications media,
including computer conferencing, electronic mail, on-line databases, and the Internet; media-based
resource materials, including videotapes, audiotapes, and practical kits. In addition, there are
applications of communications media, such as telephone tutoring, teleconferencing, and videoconferencing. In order to transform traditional library into modern learning resource centre necessary to
undertake several steps, starting from fundamental transformation of the philosophy of learning
resource provision, and in such transformation the experience of WIUT LRC can be very valuable.
One of the main tasks of WIUT is to bridge western and local systems of higher education, to
introduce students, academic and administrative staff members with achievements and opportunities
given by the British higher education system. In contrast with other academic institutions in the
country, WIUT first of all is provided student-centered approach, where a lot of academic hours are
given to independent learning of students. This type of education is proposed resource-based education,
where students are spent a lot of time in the library and introduce with wide range of materials and
learning resources. Through resource-based programs students develop the skills necessary for gaining
access to information, acquiring knowledge and understanding and the ability to use learning resources
and information for personal growth and fulfillment. In particular, these programs provide learners with
opportunities to: develop the capacity to recognize a need for information, to know how and where to
find it from a range of sources, and how to select, organize and communicate it to others; acquire the
skills required to analyze, interpret, synthesize and organize information as well as the language and
4
Decree of the President of Uzbekistan “On supplying with information and library services the
population of the Republic of Uzbekistan”, 2006, page 228.
7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
communication skills of reading, writing, viewing, speaking and listening; develop as critical thinkers
and creative problem solvers while building on a dynamic view of themselves as confident and
discerning information users; extend their cultural understandings and their information competencies
in increasingly complex contexts, using a range of information sources, formats and technologies as an
integral part of their learning; use resources including literature, to further personal growth of students.
Resource-based education gives students an opportunity to access wide range of learning
resources, as physically, as well as electronically. It also transforms them into active learners and gives
opportunity to do group-work. Strong library programs provide students with directions in a process of
exploration of new information, their research capacities are not limited by the lack of information, but
at the same time it takes more responsibility from students for the outcomes of their research and
education. Learning resource in that regard should be up-to-dated and interesting for students, in order
to be able to attract them and awake their appetite for study. Resource-based learning will enable
students to access resources, and will involve them in a process of active learning in the university and
community. Strong library programs can offer students guidance, support and freedom as they
increasingly take responsibility for their own learning. A learning resource centre is a flexible space
with appropriate resources where students can pursue independent projects or learning. Key elements
of a learning resource centre (LRC) are:
• a space for one or more groups or individuals to work in relative harmony (at higher
discussion/noise levels than a library),
• suitable furnishings and resources (tables, computers, sound equipment, lock-away spaces,
etc) to encourage flexible and relatively spontaneous use,
• an understanding amongst the teaching staff that the LRC is there as a resource area for
individuals or groups to flow into
The WIUT Library meets all these requirements; it is probably the best academic library in
Uzbekistan and it is essential element of the independent study process of all students, which is
equipped with PCs with Internet access, copying and printing facilities, online databases and an
electronic library system which ensures an extra comfort to the students. It has completely different
philosophy and organization, which distinguish WIUT LRC from all other academic libraries in the
region. It is mainly an open access library, therefore LRC users enable to access library fund
independently, choose the books and other printing materials of their interest; LRC staff members are
only providing assistance and guidance in finding literature and also registration and reservation of the
learning resources. Rests of the time students are able to browse the library independently. It is possibly
to do as physically (go to book depository and take books from the shelves), as well as electronically
(through Open Public Access Catalog). This catalog is installed to all computers of the University and
has tow kinds of search – simple and advances. Simple search of learning resources is available
through inserting key words; advanced through inserting title of the book, authors, ISBN, edition, etc.
Search by using means of electronic catalog is very efficient, because it gives access to short
description of the content, its status (In or due), which means this book is remaining on the shelf, or it
was taken by other users, possible to check who is that user and when the book will be brought back to
the library. Moreover, LRC is using Dewey classification system, which is the most popular and
widespread in the world, and gives to the WIUT LRC users the same opportunities as to any other
international students worldwide.
Provision of the learning resources is organized in order to satisfy needs of WIUT academic
staff members. Our university is adopted the module system of education, and every Module leader is
involved into process of learning resources order and does it from the point of view of improvement
teaching and learning process of his or her module. It gives better understanding to university
administration in general, and library management in particular about nature and quantity of resources
7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
necessary to obtain urgently and what modules need to be covered. Every department has also Library
liaison, who is responsible for book order for his or her department, and it is a key contact person for
LRC staff members, who’s invited for different seminars and trainings, organized by LRC and also
distribute the information within department regarding new arrivals and subscriptions.
Book order and electronic subscriptions are very complex and complicated procedure at WIUT
LRC. After receiving book order from all departments of the university, LRC staff is providing
analysis of the existing library fund and level of it usage. If the book is not popular among students and
has level of usage less then 50%, additional copies of this title are not included into new book order.
Number of students also has a significant importance. All books are purchased according to the ration
1:3, if it is a core text; and 1:8 – for further reading. Purchasing of such big amount of multiple copies
is determinate by lack of book shops in Uzbekistan, which limited availability of learning resources
provision, WIUT LRC in the most part remains the only source for learning resources for university
students. After such gathering all statistic data, the LRC forms the composite book order, which is
given for consideration of the Learning Resource Working Group (LRWG). LEWG members can be
anybody, who is interested in learning resource provision, as from academic staff, as well as
administrative staff. Decision made on LRWG meeting goes directly to the Executive Council for
financing purposes. This kind of procedure ensure the most efficient provision of learning resources,
and helps to allocate financial means only for those resources, which are mostly needed for study and
research purposes.
One more important factor of successful work of WIUT LRC is wonderful learning
environment, which was created in the library. Library was built from scratch, as a supplementary
structure to the historical building, where located WIUT. Therefore, all special conditions and
requirements for the library buildings, such as light, space, temperature, which are necessary, were
taken into consideration. This library has two levels and different learning zones. The second floor is
dedicated to computer lab, which has special library programs downloaded into these computers;
discussion area, where students can do their groups work activities, discuss different topics and
exchange ideas, and also to do their course work and assignment preparation. Reference area and
office space of LRC staff members with library counters are also located on the second floor. It was
designed in order to separate reading zone (quite and silent areas), which is located on the first floor
from any kind of noise. The main book depository is also on the first floor. It is enable student to get
easy access to books and provides them with reading comfort, ought to this areas has enough reading
places, all book shelves are equipped with special devices, which allow readers reach upper shelves
easily, all areas of the library has Internet access though the Wi-Fi system.
Another essential part of the learning resources accessible through WIUT LRC are diverse
electronic resources. They have the primary importance in independent learning provision, and
dedicated to those subjects and areas, which are taught at the University. Using of electronic resources
is a requirement of the XXI century. Electronic libraries are the sophisticated method of an exchange of
information in globalization period, where the speed, accuracy, mobility of the information is required.
On this basis, participants of trainings familiarize with this important tool of the modern learning
resource centers. Active usage of electronic resources demands certain skills. Cultures vary, depending
on users’ experience with computers, and more specifically, their familiarity with libraries and digital
libraries. Educational establishments and the learning resource centers should integrate more actively
electronic resources in their activity, as socialization to digital library culture takes time 5.
5
K. Johnson & E.Magusin. (2005). Exploring the digital library: Guide for online teaching and
learning. San Francisco: Jossey-Bass.
7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
Statistics give the chance to understand more clearly advantages, disadvantages and obstacles of
using of the electronic resources. For example, results of survey 6 show that advantage of electronic
resources in the generalized form is possible by means of following figures:
1. Speed of access (about 32 %)
2. Increased access (about 20 %)
3. Currency (18 %)
4. No loss of materials (15 %)
5. Enabling keyword and Boolean searching (12 %)
6. No ripping of pages, no postal delays and the ability to cut and paste (7.3 %)
Disadvantages include basically:
1. Computer downtime (15 %);
2. Matter of eyestrain (7 %);
4. High expenses of subscription to electronic resources (37 %);
5. Small number of electronic editions in suitable language (34 %);
6. Unavailability of the information-resource centers and libraries to use of electronic resources (29 %);
7. Lack of users skills to use e-resources effectively.
Many problems are quite solvable. For example, the first point is the matter of time, and for the
solving of the second problem there’re many flexible options are available nowadays, for example,
very easily to transform electronic files and to copy them in electronic readers or it is possible to print
traditionally. 3-6 questions are quite solvable by means of financial support, and in the last should be
involved the library personnel.
There is number of such resources, but the most popular among users are EMERALD, JSTOR,
WESTLAW, EBSCO, GMID Passport and some others. They give access to more then 10 000
electronic journals and full-text articles. The access to the electronic databases is carried out through
university Intranet system. Learning Resource Centre has its own intranet page, which is updated
weekly. It has all library regulations, Dewey classification system, OPAC, news and materials
developed in the library. It is also the quickest and most efficient way to access electronic databases.
Intranet is one of the most effective learning resources, which was developed at WIUT, this system also
allow to gather feed back from students and academic staff members, which help constantly improve
library service at the university.
Continuous work with students and academic staff members is one of the most important
components of Learning Recourse Centre activity. Our staff organize induction sessions, which help to
students to start using LRC facilities, and also training sessions, which give students some independent
learning skill, especially in their work with electronic databases. LRC also invites representatives of
different publishing houses and specialist in different aspects of learning resource provision for guest
lectures and master classes. Twice a semester (4 times a year) LRC staff members take part in course
meetings, organized with student groups representatives and answer their questions regarding learning
resource provision and services. After such meetings, we develop the action plan, which is reflected the
most serious aspects of LRC works and ways of its improvement.
Members of our staff also tried to organize professional development courses for other
academic libraries of Uzbekistan, in order to help them to develop independent learning and resourcebased education in their own institutions. WIUT Learning Resource Center has been closely
collaborating with the National Library of Uzbekistan, Republic Scientific and Pedagogical Library
under the Ministry of Public Education, and Libraries under Institutions of Development of
6
M. Khalil, R. Jayatilleke, B. Jeapes. (1996). ‘Electronic Journals’. In The Electronic Library. Vol. 14,
No.6. p. 483-484.
7th International Conference «Central Asia – 2013: Internet, Information and Library Resources in Science, Education, Culture and
Business» / 7-я Международная конференция «Central Asia – 2013: Интернет и информационно-библиотечные ресурсы в науке,
образовании, культуре и бизнесе»
Professional Competence of Teachers. We work as with library managers, as well as with library staff
members, all our professional development courses are dedicated to particular aspects of resource
provision and library services. They have been quite successful and over the years we getting more and
more professionals attending them from all regions of Uzbekistan. Also Learning Resource Center
participates in many international and national conferences sharing its invaluable experience in
independent learning.
All in all, WIUT Learning Resource Centre is making its own impact into education process
and it helps to WIUT provide independent learning more efficiently. And we hope that WIUT LRC
experience will be adopted by other higher education establishments in Uzbekistan.
Bibliography:
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3. Beswick, N. (1977). Resource-based learning. London: Heinemann Educational Books
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(1991). The Challenge of Problem-Based Learning (2nd ed.). London: Kogan Page. p. 17–27.
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learning. San Francisco: Jossey-Bass.
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Education: Theory and Practice (New Directions in Teaching & Learning Series, No. 68). San
Francisco: Jossey-Bass.