Document (#29606)

Editor

Barron, D.D.

Title

Benchmarks in distance education : the LIS experience

Imprint

Westport, CT : Libraries Unlimited

Year

2003

Pages

408 S

Isbn

1-56308-722-7

Abstract

Documents the history and growth of library and information science distance education in 28 American Library Association accredited programmes.

Footnote

Rez. in: JASIST 56(2005) no.6, S.658-659 (L..E. Harris): "The twenty-eight essays in Benchmarks in Distance Education chronicle the historically significant developments of library and information science's (LIS) tradition in distance education, also known as distributed learning. Twenty-seven programs are represented in the text, geographically ranging from C. Herbert Carson's "The University of Rhode Island Regional Program Distance Education in New England" to Leigh Estabrook's "Distance Education at the University of Illinois" to Violet H. Harada's "Distance Learning at the University of Hawai'i: Serving the Underserved in an Island State." There are discussions of programs for individual institutions, such as "A Tradition of Innovation: The Syracuse University Experience," by Ruth V. Small and Barbara Settel; for statewide programs, such as "OhioLEARN: Distributed Education in Library and Information Science at Kent State University," by Danny P. Wallace and Connie Van Fleet; for cross-state joint programs, such as Mary Wagner and Prudence Dalrymple's "Dominican University (River Forest, IL) and the College of St. Catherine (St. Paul, MN) Distance Learning Experience; and even discussions of separate programs within the same state, such as Jane Pearlmutter's "Distance Education at the University of Wisconsin-Madison School of Library and Information Studies" and "The Evolution of Distance Learning at the School of Information Studies, University of Wisconsin-Milwaukee" by Wilfred Fong, Judith Senkevitch, and Dietmar Wolfram. Each essay was independently written and varies widely in format, designation of key issues, and comprehensiveness. Some place the development of distance education in the context of the historical development of LIS in the specific institution. Others focus an the technology, while still others approach the discussion from a pedagogical perspective. Alma Dawson, in "The School of Library and Information Science at Louisiana State University: Distance Education Program," provides a chronological timetable of specific course offerings from 1947 and includes a projected listing of courses through 2007 in a set of appendices. Barron's "Introduction" provides a useful framework for approaching the benchmark cases. First, there is a synthesized definition of distance education "as the study and practice of education in environments where the learner and teacher are separated by time and distance but are connected by technology and commitmenC (p. xi). He goes an to clarify terminology: "Distance education can be argued to be a subset of a more comprehensive concept, distributed education, a term that is generally accepted as referring to all elements of the academic experience that is enhanced by information technology applications" (p. xi). The introduction is completed through an historical overview of early technological efforts in LIS distance education, including correspondence study, extension efforts, and telecommunication delivery. The volume concludes with an index useful to locating specific topical information located through the essays. Despite (or perhaps as a result of) the depth and breadth of the case studies, this reviewer found nine common threads, which are repeated in some shape or form within each essay: - Technology - Pedagogy - Faculty issues - Political/organization/institutional concerns - Student issues - Support services - Economic considerations - Research and evaluation - The future of LIS distance education ...
Overall, the value of this volume cannot be disputed. The case studies provide a rich historical tapestry, not only of the evolution of LIS distance education specifically, but of the role LIS has played in the development of distance education, or distributed learning, in general. Researchers in LIS and distance education will find an historical context in which to place their current work. Students in LIS will benefit from exposure to the various models and paths of development for distance education. There are undoubtedly more than the ten threads of interest relevant to LIS distance education, and what is essential is the continued discussion of these and other elements. LIS must attend to the unanswered questions regarding distance education; the questions only hinted at in this broad array of institution-specific essays. Hopefully, these benchmarks are just the first to be preserved. Further editions of Benchmarks in Distance Education: The LIS Experience need to, indeed must, be written to further elucidate, illustrate, and preserve the LIS heritage."

Theme

Ausbildung

Field

Informationswissenschaft
Bibliothekswesen

Location

USA

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