3 - Staff without walls: developing library and information staff for e-learning

Summary

Introduction

Recent research and case studies have predominantly focused on the integration of resources into virtual learning environments (VLEs) or on the development and adaptation of services for the e-learning environment. This paper argues that such integration presupposes the successful development of library and information services staff, with awareness, new skills and new roles simply a given. The findings of the Investigating Portals for Information Resources and Learning (INSPIRAL) report (Currier, 2002) point to new staff development needs and the emergence of new roles and more complex teams in response to the e-learning imperative. However, these issues have not been explored and articulated in any great depth or detail. Staff development within this context is a significant challenge and requires creative and flexible approaches that are not simply based on technology or competencies. This paper discusses the current e-learning context in relation to staff roles, the skills required and potential staff development strategies, with a particular focus on one case study where e-learning and e-skills are embedded within the staff development life cycle. The paper argues for a lifecycle approach rather than ‘one off’ training sessions, and explores the characteristics of an appropriate learning environment – both real and virtual – to support and develop staff in such a demanding context.

Context

E-learning and UK higher education

E-learning has rapidly become an integral feature of UK higher education whether for distance or blended learning approaches or as a supplement to face-to-face learning. Library and information services staff became involved in e-learning initiatives and developments at an early stage in some institutions. While this is far from consistent either within or across higher education institutions, staff are undoubtedly becoming increasingly involved in e-learning at all levels, for example in the discovery and embedding of electronic resources, design of materials, esupport and tutoring. Allan's (2002, 1) judgement that ‘E-learning is becoming an increasingly important approach to user education, information literacy and also staff development’ can now almost be viewed as an underestimation of the pervasive impact of e-learning. Such developments could also potentially lead to a crisis in library and information services management. Student and academic staff expectations are beginning to stretch the limits of services, resources and roles, with support and resources demanded via the VLE when required regardless of time or place.