E‐learning and Teaching in Library and Information Services

Citation

Henczel, S. (2003), "E‐learning and Teaching in Library and Information Services", Library Management, Vol. 24 No. 8/9, pp. 450-452. https://doi.org/10.1108/01435120310501149

Barbara Allan’s new book, E‐learning and Teaching in Library and Information Services, provides a comprehensive explanation of the current state of e‐learning with an array of real world experiences from the library and information services environment. If you are interested in developing an e‐learning environment then this book clearly lays out the challenges that you would face and options available to you to deal with them. This book is not about developing specific e‐learning material, but provides the realistic framework for creating an e‐learning program/environment. Allan compares teaching learning models, focussing on the transitional issues from operating in a face‐to‐face situation to that of e‐learning environment. Allan describes e‐learning as an important addition to traditional learning environments providing an avenue for people not normally available to them.

The concept of “e‐learning” is not a new one and in contrast to traditional teaching, relates to learning through electronic means. Allan excludes learning from technology‐based training that is carried out in “isolation”. The key difference, in this context, between e‐learning and technology‐based training centres around the ability to provide additional “online enhancements”. These enhancements relate to access, in terms of “resources and information” and “additional support”.

Allan develops a well‐structured approach to the topic introducing you first to the e‐learning tools and technologies in order to understand what can be done, then describes the various models of e‐learning and teaching and the necessary professional knowledge and competencies needed to create an e‐learning environment.

Of particular interest to all those involved in library and information services is the chapter on e‐tutoring. This is an evolving role that affects all of us and whether you find yourselves supporting an e‐learning program or not, the fundamental knowledge and skills to become an effective e‐tutor is essential if you providing any service online (e.g. virtual reference desks) or just participating on a list serve, etc. Allan recognises that library and information staff like dealing directly with customers and colleagues, but the reality is that more and more communication is done online. This of course is obvious, but Allan suggests that library and information personnel need to address the key skills and knowledge needed to be successful e‐tutors.

Allan also accounts for the resurgence of professional communities of interest and communities of practice online which now play an important role in the development of individual, team and professional competencies that are a key to a successful e‐learning experience.

The development of e‐learning activities is another interesting chapter which maps out the type of activities, their characteristics, reasons for use, advantages and potential problems. E‐learning activities include, brainstorming, case studies, debates, discussion groups, exercises, icebreakers, project groups, role play, simulations, team building, virtual guest speaker, virtual visits.

Allan, throughout the book, continually draws on feedback from those who have experienced e‐learning and this provides greater insight into the impact of e‐learning. Allan argues that e‐learning is here to stay and offers new opportunities for library and information workers to develop their knowledge and skills, and work with others to enhance organisation learning (e.g. subject specialists). This is evident with the emerging range of information literacy programs from all sectors of the library and information services sector.