Electronic Resources in the Virtual Learning

TalisList, ReadingList Direct, and Bookworm. February 2003.
Available from: http://www.jisc.ac.uk/uploaded_documents/deliver_
RLM_analysis.doc.
Markland, M. (2003) ‘Embedding online information resources in
virtual learning environments: some implications for lecturers and
librarians of the move towards delivering teaching in the online
environment’, Information Research, 8(4), paper 158. Available from:
http://informationr.net/ir/8-4/paper158.html. Accessed 8 January
2004.
Parker, Lyn (2004a) Blended learning, blended resources: a collaborative
approach to supporting students, paper presented at the Networked
Learning Conference at Lancaster University, 5–7 April 2004.
Available from: http://www.shef.ac.uk/nlc2004/Proceedings/.
Parker, Lyn (2004b) Rethinking reading lists: making effective use of
online resource lists and electronic offprints to support students,
Assignation, June.
Parker, Lyn (2004c) Rethinking reading lists. Presentation to the Assign
AGM, 26 April 2004, at Aslib HQ. Available from: http://www.lse.ac
.uk/library/other_sites/aliss/parker.ppt.
Stubley, P. (2002a) ‘Going beyond resource discovery’, Library and
Information Update, 1(7): 34–5.
Stubley, P. (2002b) ‘Skills move to VLEs’, Library and Information
Update, 1(6): 52–4.
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Conclusion
E-learning has arisen from the information and communication
technological revolution and, like other forms of technology, it is
undoubtedly facilitating change across the education sector. Libraries
have always been an integral part of learning, helping learners find,
evaluate and exploit resources. Therefore it is unsurprising that changes
in education are being felt in the library profession. With an increasing
number of digital resources, librarians have a crucial role in navigating
learners through the complex digital information environment. They
also have an important role advising staff about copyright and licensing
issues associated with e-learning. Furthermore, library systems need to
be integrated with e-learning systems and interoperability is the key to
future success. If librarians are not involved in e-learning initiatives there
is a real danger that learners might bypass the library altogether.
If you have read this far then I would hope that you want to take
action and get involved in e-learning initiatives, and I would hope you
now understand why you need to do this. E-learning is not something
that is happening outside of the library. E-learning should also not be
regarded as a threat to libraries and librarians. E-learning provides us
with an opportunity. For too long librarians have sat on the sidelines
rather than being regarded as equal partners to faculty members and
educators. E-learning offers us an opportunity to redress this imbalance,
to capitalise on our skills and expertise and to be recognised for our true
value. Rather than repeat much of the arguments of previous chapters,
this book ends with a ten-step plan for the librarian who wants to take
action and who wants to move from the sidelines and work alongside
educators.
Ten steps to getting into e-learning
■
Get out of the library and network with educators, technologists and
administrators. Go to conferences outside the library community and

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Electronic Resources in the Virtual Learning Environment
ensure that at every possible opportunity you are demonstrating the
central role that you, as a librarian, play in the learning process.
■
Seize opportunities to learn about learning and e-learning. Do a short
course or spend time researching how to put a course online, to ensure
any e-learning that you become involved in is well designed and
pedagogically sound. Further reading is suggested in Chapter 2.
■
Develop an information literacy programme that is integrated with
the curriculum and uses innovative teaching methods as shown in the
case study from Imperial College in Chapter 6. Work with learning
technologists and educators to do this.
■
The presentation of library resources in the VLE is currently a real
issue. Consider establishing a ‘library area’ in your virtual learning
environment with customised content as this will encourage teaching
staff to think about library resources from the outset. See in particular
the case study from the DELIVER Project in Chapter 6.
■
There are many existing library resources that can be embedded into
online courses at no extra cost. Ensure that you work with teaching
staff who are building online courses to exploit library resources and
embed these into the courses alongside Internet resources. Make sure
that teaching staff are exploiting your subscriptions to electronic
journals, electronic books and other resources.
■
Online reading lists provide common ground between librarians and
academic staff. They enable librarians to open up a dialogue with
academic staff. The provision of reading lists within the VLE enhances
the teaching support role of the library and is much appreciated by
teaching staff.
■
Get involved in staff development: information literacy for staff is just
as important as for students. Don’t assume that your staff know what
information literacy is and why it is so important. More advice about
this is available in Chapter 3.
■
Learn about metadata standards and other specifications outlined in
Chapter 5. This will help you when talking to learning technologists
and other staff outside of the library.
■
Consider setting up an e-print repository for staff publications if one
does not already exist at your organisation. This is an area where
librarians have been leading the way and can really help teaching staff.
■
Investigate funding opportunities for library and e-learning projects in
your organisation and then make sure you are driving these projects.
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Appendix 1
Sample letter to the owner of a website to
request permission to download material
for educational use
Dear Sir/Madam
LSE Library and the Centre for Learning Technology wish to obtain your
permission to include the following material in a secure course website
for LSE staff and students. Rather than link to the material, we would
like to download this article and make it available from our secure
website. The material will be purely for educational purposes and will be
delivered as part of an online course:
Richards, Claire. (2003, Friday, November 21) Mobilising the 
e-vangelists. Guardian Unlimited. Available at: http://education
.guardian.co.uk/elearning/story/0,10577,1089683,00.html
The material will be used for the following course:
Course code and title: MC111 Media and communication
Lecturer: