Creating Cyber Libraries: An Instructional Guide for School Library Media Specialists

Citation

Burton, L.M. (2003), "Creating Cyber Libraries: An Instructional Guide for School Library Media Specialists", Program: electronic library and information systems, Vol. 37 No. 4, pp. 276-278. https://doi.org/10.1108/00330330310500775

This publication is aimed at school library media specialists (SLMS) who are considering designing a cyber library in order to extend their conventional library. Its purpose is to put forward suggestions and guidelines for the contents of a cyber library and how these contents should be presented. The author states that there is no clear definition of what a cyber library is but the attraction of creating one is that it can be designed to meet the needs of the individual school library. Whilst this work is not written for those with much technical know‐how, it does assume some basic technical comprehension of software programs such as Microsoft Front Page and some knowledge of the Internet.

Chapter 1 sets out the guidelines necessary for setting up a cyber library, the specific goals and who the cyber library audience would be. It also details the criteria necessary for content selection, graphics and design options, together with an annotated list of cyber libraries, which could be used as templates for cyber library design. Chapter 2 looks at the need to have a clear cut, formal set of policies and operational guidelines for a cyber library, as it is open 24 hours a day and its users go far beyond the school population. The areas which require policies and procedures are detailed, e.g. Internet use by students, privacy and copyright issues. There is also an annotated list of other cyber libraries' polices and procedures.

Chapter 3, entitled “Constructing Web libraries”, looks at the benefits of a Web library which it states is probably the most significant component of a school cyber library as it is providing a second library of free Web sites which are available day and night and thus SLMS are able to support their students and staff in a way that was previously not possible. Several choices are considered for provision of this and a list of annotated Web sites by subject, a “Web library wish list” under broad subject areas, is detailed. Chapter 4 “Using portals” defines what a portal is and its purpose, types of portals, their advantages and disadvantages, together with pricing and selection criteria. A set of guidelines for evaluating educational portals and an annotated list of recommended educational portals is provided.

Chapter 5 deals with “Acquiring fee‐based cyber libraries” and is about the increasing trend towards accessing a database of academic and research material within a given time span for a fee: the services and features of several fee‐based libraries considered to be appropriate for students at high school are discussed. Chapter 6 considers the need for students and staff to have remote access to online commercial databases from the school library media centre's cyber library. The incorporation of these databases and their remote log‐in requirements are seen as a major part of a fully operational cyber library. A set of optional examples for the structuring of this type of access is provided.

Chapter 7 sets out to encourage SLMS to set up cyber reading rooms, a cyber café. Call it what you wish, a place which should provide links to places that students will want to re‐visit and recommend to their friends, like an online book club, arranging for an author Internet chat with students, etc. Again an annotated list of Web sites that can be used as links or possible templates is included. Chapter 8 covers the guidelines required for setting up cyber library instructional content. It stresses the importance of cyber libraries containing teaching aids and tutorials to ensure that students and staff are able to successfully use an online catalogue, have the necessary Internet search skills and can evaluate information sources. Examples of interactive lessons are supplied in conjunction with recommended instructional Internet sites and online tutorials that can be employed or adapted by SLMS.

Chapter 9 is about managing and evaluating cyber libraries and covers a variety of management techniques that will ensure that cyber libraries are properly maintained and managed. Standards such as reliability, downloading capabilities and user‐friendliness are emphasised and Internet programs that automatically check for broken links within a cyber library are recommended as timesaving devices. Many SLMS lack support staff and so a large part of this chapter considers the use of parent volunteers, student library helpers and cyber library users to help run and maintain the cyber library. An annotated list of software programs to assist with the managerial aspects of cyber libraries closes this chapter. The final chapter covers the promotion of cyber libraries, and includes a promotion plan and the overall rationale for their promotion. It also includes suggestions for marketing cyber libraries including not just online but also print media in the local community. As with all previous chapters it finishes with an annotated list of appropriate Internet sites.

Whilst this work promotes the use of cyber libraries, the author is at pains to point out that a cyber library is not a substitute for a school library media centre but is a complement to books and other non‐print material not in digital format. A cyber library is, however, an extremely cost‐effective method of expanding what is already provided by the school library media centre which will allow students to realise their full potential.

The reader should be aware that this is an American publication where the profile of the school library media centre is considerably higher than in many other countries. However, it is interesting to see what can be achieved in the world of a school library with the appropriate support and input. Writing as a school librarian in the UK, this book has made me aware of the potential for school libraries: one of the most useful aspects of this book for me are the lists of recommended and annotated Internet sites at the end of each chapter.

A bibliography, links citation list and an index are included at the end of the book.