Do’s and don’ts of simultaneous instruction to on-campus and distance students via videoconferencing

Citation data:

Journal of Library Administration, ISSN: 1540-3564, Vol: 41, Issue: 1-2, Page: 97-112

Publication Year:
2004
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Repository URL:
https://nsuworks.nova.edu/fse_facarticles/2; https://nsuworks.nova.edu/fse_facarticles/157
DOI:
10.1300/j111v41n01_09
Author(s):
Chakraborty, Mou; Victor, Shelley
Publisher(s):
Informa UK Limited; NSUWorks
Tags:
Social Sciences; Library instruction; technology; distance learning; Education; Information Literacy; Library and Information Science; Online and Distance Education
article description
Achieving the transition from Bibliographic Instruction (BI) to Information Literacy (IL) is particularly hard for institutions because it requires librarians to actively collaborate with a variety of administrative programs and this is all the more challenging when serving distance students. At Nova Southeastern University, the Speech-Language Pathology (SLP) department employs several delivery methods to impart graduate education. This case study describes transition from one-shot library BI to a three-day format for the SLP program, with instruction that builds sequentially and developmentally, incorporating a variety of assessment techniques (e.g., in-class exercises, puzzles, quizzes, take-home assignments). The paper discusses the innovative delivery of the course format: the issues and challenges of teaching local and distance students simultaneously via compressed video. Solutions are offered based on the presenters' experience of what worked and what did not, the quality of teaching and learning comparing videoconferencing to face-to-face instruction. The co-presenter, a faculty member teaching the course, provides a unique perspective to the presentation, thus exemplifying a librarian-faculty collaboration. © 2004, Taylor & Francis Group, LLC. All rights reserved.