{"id":2346,"date":"2012-02-26T09:31:40","date_gmt":"2012-02-26T17:31:40","guid":{"rendered":"https:\/\/www.wkiri.com\/today\/?p=2346"},"modified":"2012-02-26T09:31:40","modified_gmt":"2012-02-26T17:31:40","slug":"training-librarians-across-distance","status":"publish","type":"post","link":"https:\/\/www.wkiri.com\/today\/?p=2346","title":{"rendered":"Training librarians across distance"},"content":{"rendered":"

Distance learning has great potential to reach a wide array of students, or just to cut down on commuting. Four years ago, I took a class on remote sensing through USC’s Distance Education Network as part of my Master’s degree work in geology. While I was delighted to not have to drive down into L.A. that semester, and I enjoyed being able to eat dinner or knit while viewing the lectures, I did feel that the experience lacked something — real-time engagement with the professor and other students.<\/p>\n

But technology and pedagogy have been adapting and improving over time. I recently watched a recording of an open house for the San Jose State University’s School of Library and Information Science<\/a>. Their entire program is offered through distance learning, even for local students; there are no physical classrooms. As a result, if the Open House is any sample, the professors have developed excellent ways to conduct an online class meeting that involves and engages students beyond passively listening to a lecture. Contrary to my initial reservations, I came away impressed by the use of technology and the clear commitment to a quality experience. There were interactive quizzes, discussion of the results, and a live chat window. I think I was most impressed by the presenter’s comfort with the online environment; she noticed and responded to every comment made in the chat window, seamlessly blending those topics into the flow of her presentation.<\/p>\n

SJSU’s program involves ~2500 students (again, all online), with a 25-30 student enrollment limit in each class (interesting given that it’s offered online!). The required introductory course has a peer mentoring component. Students have the option of getting course credit for in-person internships with their local libraries. At the culmination of the degree, students can choose to assemble an ePortfolio demonstrating 15 core competencies<\/a> or a research thesis. Recent theses cover a fascinating range of topics, including:<\/p>\n