Library Instruction for
Distance Students:
Learning from Past
Experiences
Rae Jesano, George Hack, Nancy Schaefer,
Linda Butson, Mary Edwards, Nita Ferree
Health Science Center Libraries
University of Florida
Library Instruction for
Distance Students
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Background on Distance Learning
Historical perspectives
Current activities
Future plans
Conclusions
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Degree Programs Served
Programs served
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1996 1997 1998 1999 2000 2001 2002 2003 2004
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Current UF Distance Programs
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Audiology
Forensic Sciences
Forensic Toxicology
Nursing
Occupational Therapy
Working Pharmacist PharmD
Traditional PharmD at Remote Sites
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UF Distance Programs:
Future Plans
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More programs
 Physical Therapy
 Public Health
Broaden geographical scope
 Gain accreditation in other states
 Globalization
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Library Instruction:
Historical Perspectives
Face-to-Face Instruction
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Types
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On-campus orientations
Off-campus orientations
Problems
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On-campus
 Information overload for students
 Lack of time
Off-campus
 Coverage for traveling librarian
Both
 Inconsistency
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Program or Course Pages
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Links to HSC Libraries’ website
Electronic handouts or documents
Problems
 Out of date/incorrect information
 Librarian couldn’t update information
 Librarian couldn’t access information
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Library-Hosted Tutorials &
Help
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In conjunction with face-to-face
Standard help sheets, webpages
and tutorials
Problems
 Not linked to program/course pages
 Students unaware of existence
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Course Integrated Video
Stream
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Course integrated videotaped lectures
 55 minutes
Problems
 No direct video feed to computer
 Too long
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Students didn’t watch or understand
 Demonstrated by student questions
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Course Integrated
Narrated PowerPoint
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Labor intensive
Too long
 Students didn’t watch or comprehend
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Spent time answering basic questions
Answered questions covered
Students had trouble printing out for reference
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Library Instruction:
Current activities
Distance Learning Librarian
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Works with Liaison Librarian, Program Faculty
and Library’s Education Coordinator
Distance Learning Portal
 General information
 Links to HSC Libraries’ tutorials
 Program-specific pages
 www.library.health.ufl.edu/distance/
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Education Coordinator
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PhD - Educational Technology
Coordinates with librarians and faculty
Works with librarians
 Technology
 Instructional design
Creates packaging for tutorials
 www.library.health.ufl.edu/george/OT/
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Online Flash Tutorials
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Modular
 Program/Course Integrated
 General Library tutorials
Advantages
 Easier to navigate
 More appealing to students
 Easier to update
Disadvantage
 Initially time-intensive to create
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Library Instruction:
Future Plans
Modular Instruction
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Breaking down large units into chunks
Gives learners more control of time
Gives learners control of sequence
Learners can skip previously mastered skills
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Increase Interactivity
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Increase navigation controls during online
presentations
Require learners to navigate through tutorials
instead of only viewing
Limit the use of passive delivery such as
slideshows, streaming video, or static
screenshots coupled with text
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Distributed Practice
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Skills must be practiced over time to
maximize learning
Avoid the one-shot orientation to using library
resources
Develop skills over time with a combination of
online tutorials and other asynchronous
methods
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Simplify Learning Objectives
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Don’t try to teach higher level skills before
learners are ready
Online tutorials should focus on the lower
level cognitive skills
Higher level skills should be taught through
human interaction, instead of interaction with
technology
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Conclusions
Conclusions
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Library instruction for distance learners is a
constantly evolving product
We need to rely on all our resources
 Personnel and new technology
We need to continue to evaluate this service based
on feedback and student questions
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Rae Jesano MSLS, AHIP
Health Science Center Libraries
PO Box 100206
University of Florida
Gainesville, FL 32610-0206
Phone: 352-392-9175
Rae@library.health.ufl.edu
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