E-Moderators are \"the new generation of teachers and trainers who work with learners online\" (p. viii) using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. They are the focus of E-Moderating, a recent book which provides both a theoretical framework for developing online learning using CMC (part one), and a wealth of practical advice (part two). The book is supported by a Web site. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.

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E-Moderating: The Key to Teaching and Learning Online

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

In the digital era, information literacy skills enable users to locate and use online materials effectively. One persistent library service for libraries is providing skills training to students. This article traces the creation of online library instructional tutorials, currently referred to as digital learning objects, in academic libraries. It isolates the factors that improve the success of these learning tools, including knowledge of the tutorials’ purpose and potential, collaboration with other individuals, the use of standards, student engagement, and evaluation. The literature review also illustrates the incorporation of multimedia learning theories and assessment strategies in these tutorials. By developing appropriate learning tools, librarians offer services aimed at meeting user needs while reducing time and resource demands on library staff.

Best Practices for Creating an Online Tutorial: A Literature Review

This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, understanding, accessing and translating information.

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Understanding the information literacy experiences of EFL (English as a foreign language) students

Purpose – The purpose of this paper is to report on a study conducted about international students’ use of academic libraries at three campuses: a medium‐sized private institution, a state university, and a small private school. In light of a growing number of international students on US campuses, the paper has questions about why they do or do not visit the library, their use of media, and their preferred information and communication resources. The study offers suggestions for ways to make the library more central to the students' experiences.Design/methodology/approach – The investigators collected data from a review of relevant literature, an analysis of academic library web sites that offer information for international students, a poll of listservs, surveys of students, and focus groups. The information was analyzed for themes or trends that could influence the provision of services.Findings – International students are an underserved population who use the library primarily as a place for study. A...

Rethinking the library for the international student community

Purpose – To describe the challenges involved in developing and delivering a pilot library skills course to a group of international bridging studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges.Design/methodology/approach – The paper documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined.Findings – The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process.Research limitations/impl...

Crossing a bridge: The challenges of developing and delivering a pilot information literacy course for international students

This article begins with an analysis of the information society, discussing its repercussions and defining the term, information literacy. It also describes the need for, as well as the creation and development of, an online information literacy tutorial, named Olas at Waterford Institute of Technology (WIT) Libraries. Olas follows international best practice and its overall framework is based on US, Australian and UK information literacy models, while its learning outcomes follow those produced by both the Council of Australian University Librarians and Peter Godwin, South Bank University, London. Olas aims to introduce basic and advanced concepts of information literacy to the broadest possible range of learners both on‐campus and remotely. Olas is currently being piloted at WIT. Apart from the integrated commercial database products to which access is contractually limited to WIT students and staff, it is freely available from WIT Libraries' Web site. Further development is focused on building an improved version of the course in the WebCT virtual learning environment. The WebCT version will include more richly interactive content, will facilitate credited assessment of WIT‐registered students, and will address outstanding accessibility issues.

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A portrait of Olas as a young information literacy tutorial

The article fits into the category of Case Study as defined by the Emerald Publishing Group : 
Describes actual interventions or experiences within organisations. May well be subjective and will not generally report on research.

Purpose 
To describe the challenges involved in developing and delivering a pilot library skills course to a group of international Bridging Studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges. 

Design / Methodology / Approach 
The article documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined. 

Findings 
The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process. 

Research limitations / implications
The project is still at a pilot stage of development. The paper provides a short-term view of one small academic library‘s experience of working with international students. No full-scale student survey has been conducted to date. 

Practical implications
This account of WIT Libraries experience of developing and delivering an accredited information skills course for the Bridging Studies group is likely to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. 

Originality / value
Offers practical solutions for libraries in similar positions. The successful diversification of the traditional library role is likely to be of interest to all members of the library profession. 

Keywords: Academic libraries, ESL, Information literacy, International students, Learning outcomes, Learning support, User education

Crossing a bridge: The challenges of developing & delivering a pilot information literacy course for international students

Purpose – The purpose of this paper is to describe the pilot information literacy programme for undergraduate nursing students as recently developed at Waterford Institute of Technology (WIT) libraries. The paper outlines the background to the programme, discusses its design and delivery and summarises participating students' initial response to it.Design/methodology/approach – This paper takes a broadly practical, case study approach in terms of recounting experiences of designing and delivering a dedicated information literacy programme for undergraduate nursing students at WIT.Findings – Although the project is still at an early or pilot stage, the feedback from the undergraduate students who attended training is very positive. The fact that the programme was so well received in its first year of operation is encouraging and inspiring, going forward.Practical implications – The paper should be of interest to anyone involved in developing information literacy programmes or in the supply of information t...

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Piloting a dedicated information literacy programme for nursing students at Waterford Institute of Technology libraries

Purpose – To outline the structure and development of a library‐based Virtual Learning Environment (VLE) training programme at Waterford Institute of Technology (WIT) and to describe its origins, implementations and long‐term goals. To explain why WIT Libraries was prepared to diversify from its traditional role and to take on the challenges involved in this project.Design/methodology/approach – Case study report on the VLE training initiative as it has progressed at WIT. Describes WIT Libraries' experience as the main instigator of the WebCT training programme at WIT and questions whether or not this has been an effective medium for the introduction of WebCT to WIT.Findings – Concludes by stating that the Library Unit is capable of implementing a varied, diverse and successful VLE programme. Stresses the importance of the personnel involved to the success of the project to date.Research limitations/implications – The project is still at an early stage of development. The study provides a short‐term view ...

Nora Hegarty

Papers

Crossing a bridge: The challenges of developing and delivering a pilot information literacy course for international students

A portrait of Olas as a young information literacy tutorial

Crossing a bridge: The challenges of developing & delivering a pilot information literacy course for international students

Piloting a dedicated information literacy programme for nursing students at Waterford Institute of Technology libraries

Librarians outside the box: Waterford Institute of Technology's library‐based virtual learning environment (VLE) training and development programme