IMPEL2 - Survey on Resource Based Learning

Summary of Findings and Conclusions

Abstract
This Report gives an account of a postal survey which was carried out in June 1996 as part of the research of the IMPEL2 Project funded by the JISC eLib Programme at the University of Northumbria at Newcastle. IMPEL 2 is concerned with the impact on people of the electronic library.

One strand of the Project is looking at the impact of resource based learning on library staff. Questionnaires were sent to the Heads of Library and Information Services / Directors of Learning Resources Centres at 318 Universities and Higher Education Colleges in the U.K. The survey gathered information on the understanding of the Heads of Service of the term "resource based learning", their awareness of the development and implementation of resource based learning in their institutions and the impact of this provision upon the Libraries/Learning Resources Centres.

Description of Responses
There were 148 responses to the questionnaire. This is a response rate of approximately 46%. Eight of the questionnaires were returned uncompleted. The remaining 140 questionnaires were completed.

Summary

1. Heads of Service believed that definitions A (43%) and C (36%) reflected practice within their institutions. In definition A the emphasis was on the student learning from his own direct confrontations with a variety of resources rather than relying on "conventional exposition by the teacher." In definition C the emphasis was on the student learning from a variety of resources either at the direction of the tutor or by the student's own choice
2. Reference to resource based learning in institutional documents did not always mean that resource based learning was taking place in the institution. Resource based learning was believed to be taking place in institutions where there was no reference to it in institutional documents.
3. Resource based learning was only gradually being implemented in Universities and Colleges. Only 16 responses indicated that resource based learning was used in all Faculties or Departments. However in a number of institutions (66) it was stated that some resource based learning was taking place. Resource based learning was used most in Humanities Departments,Business Studies and Science Departments.
4. Libraries had been merged with other services in 47 institutions. A wide range of services had been involved in the convergence but Libraries, Computing Services and Media Services were most often involved. Resource based learning was reported as being implemented in a greater percentage of institutions where Libraries/LRCs had been integrated with other Services. However the survey sample was very small and self-selected and can not therefore be taken as conclusive.
5. Heads of Service were often members of the principal policy-making Board in the institution and involved in course validation and development. However they were not often members of the principal fund allocating Board within the institution (35/140). Their ability to affect decisions on the allocation of funds for resource based learning was therefore limited.
6. Heads of Service reported that Libraries/Learning Resources Centres were investing in IT resources, especially in CD-ROM. These resources were generally free to users. The kind of resources being provided was similar whether or not resource based learning was being implemented except that, where resource based learning was taking place, new buildings and group work space were seen as necessary and were being provided. Electronic resources were being provided that would foster resource based learning in the future.
7. Academic Liaison Librarians were involved in course planning, both formally and informally, in about two thirds of institutions. They were involved in the acquisition of resources, both formally and informally in about 80% of institutions. Library staff were involved in induction in most institutions (133 responses). However they were much less involved in other aspects of student learning such as user education, study skills and IT skills teaching. Where resource based learning was being implemented Academic Liaison Librarians were more involved in student learning.
8. Problems reported relating to the previous work background of staff were primarily interpersonal. They were to do with attitudes and preferences, communication and team-working. There was also the problem of re-skilling as technology in Libraries/Learning Resources Centres increased. Staff shortages were reported as a problem.
9. Training had increased over the last three years in most Libraries/Learning Resources Centres (115 responses). Most training was in IT and in the use of electronic resources. There was some training in customer care, management and library systems. There was a little training in team building and communication, but not enough in the light of the problems identified. In institutions where resource based learning was taking place a greater increase in training was reported.

1. Greater acceptance of the key role of library staff and more involvement of library staff in institutional structures.
2. The development of the para-academic role of librarians in user education and training.
3. An increase in staff training and development in technological skills and uses of IT based resources and in those areas relating to people such as customer care, communications, team-working and teaching and learning skills.

IMPEL2 - Survey on Resource Based Learning: The Full Report

• Method
• Questionnaire responses
• Conclusions
• References

Introduction

During the last five years there have been many changes in the higher education sector. Changes in the organisation and funding of higher education, the growth of student numbers and the increasing diversity in students background and qualifications etc. have made Universities and Colleges examine both the methods of teaching and learning and the use of resources within the institution. There has been a move away from traditional exposition by the lecturer and towards more student centred learning. There has been increasing use of resource materials to supplement, extend and even replace lectures and seminars. It is likely that these changes have affected Library and Information Services and other Support Services.

During this time information technology has developed and expanded with videotape, CD ROM, computer networks and the Internet being introduced to the University and College campus. This development of technology has also had an impact upon Libraries and Learning Resource Centres and the services they provide for users.

In 1994 a research project, the IMPEL Project, based at the University of Northumbria at Newcastle began to monitor the impact upon people of the electronic library. The Project was concerned with the impact of information technology upon library staff. The Project was successfully completed and formed the basis for IMPEL2, a JISC funded eLib Project. It is being carried out at the University of Northumbria at Newcastle under the leadership of Prof. Joan Day, Graham Walton and Catherine Edwards.

IMPEL2 continues and extends the initial study of IMPEL1. It is made up of four individual but linked Projects. One of these projects is looking at the impact of resource based learning on library staff.

In order to gather preliminary data for the Project on resource based learning it was decided to carry out a survey of academic libraries. The purpose of this survey was to gather information from Heads of Libraries and Information Services/Directors of Learning Resource Centres in Universities and Colleges of Higher Education on what they understood by the term "resource based learning", their knowledge of the provision of resource based learning in their institution and the impact of this provision on Library and Information Services/Learning Resource Centres. It should be noted that Libraries are increasingly becoming part of converged services which may have a range of different titles.

Method

In giving an account of the survey the term "Head of Service" will be used to denote the Head of Library and Information Services or the Director of Learning Resources Centre.

The survey was concerned with the following issues:-

• What did Heads of Service understand by the term "resource based learning"?
• Were Heads of Service aware of resource based learning being implemented in their Universities/Colleges and if so, in which Departments/Faculties?
• Was resource based learning provided more often in institutions where the Library had been merged/converged with other support services?
• What was the status and responsibilities of the Head of Service in relation to resource based learning?
• What information technology resources were being provided for library users?
• What was the impact of resource based learning on library staff in terms of involvement in its implementation and on staff training and development?

Questionnaire Responses

Summary of the responses

1. Definition of resource based learning

Definition A "Resource based learning is a term with a variety of meanings---essential to all however is the assumption that the student will learn from his own direct confrontations, individually or in a group, with a learning resource or a set of learning resources or activities---rather than from conventional exposition by the teacher". (1)

Definition B "Teachers and Librarians working together in partnership with the Principal and students to plan, teach and evaluate instructional units which more fully employ the media resources and skills available" (2)

Definition C "Resource based learning depends upon the existence of a bank of materials which are available to the student and form the main vehicle for his or her programme of study, either within the framework of a tutor's direction or as a pool into which he or she may dip as the learning process directs". (3)

Definition D "Resource based learning is the use of mainly printed materials, written, collated or signposted by tutors, as a substitute for some aspects of teaching and library use".(4)

Heads of Service believed that definitions A (43%) and C (36%) reflected practice within their institutions. In definition A the emphasis was on the student learning from his own direct confrontations with a variety of resources rather than relying on "conventional exposition by the teacher." In definition C the emphasis was on the student learning from a variety of resources either at the direction of the tutor or by the student's own choice.

2. Reference to resource based learning in documents

Gibbs (5) and Brown and Smith (6) believe that resource based learning is more likely to be effective in meeting the needs of students and staff if it is accorded a high degree of prominence within the institution. The inclusion of resource based learning in the planning documents of the institution would ensure that the development of learning resources would support institutional objectives. Heads of Service were asked whether there were references to resource based learning in either the Institutional documentation or the Library documentation.

In 49 (35%) cases there was no reference to resource based learning. In 91 (65%) cases there was reference to resource based learning in either institutional documents or library documents or both.

However the responses indicated that there was disparity between what was written and what was perceived to be taking place. Reference to resource based learning in institutional documents did not always mean that resource based learning was taking place in the institution. In 32 (22.8%) cases there were references to resource based learning in the documents while Heads of Service were not aware of resource based learning taking place in any Department or Faculty.

Resource based learning was believed to be sometimes taking place in institutions where there was no reference to it in institutional documents. In 22 (15.7%) cases there was no reference to resource based learning in the documents but Heads of Service believed that resource based learning was taking place in the institution.

3. Implementation of resource based learning

A wide range of Departments were using resource based learning. The survey found that resource based learning was used most in Humanities Departments, Business Studies and Science Departments.

4. Convergence and resource based learning

 Issues of convergence have been discussed by Sidgreaves (7), Naylor (8) and Molholt (9). The concept of the "electronic campus" has led to a reappraisal of the function and structure of the services involved and the advantages and disadvantages of their integration.

Libraries had been merged with other services in 47 institutions (33.6%). A wide range of services had been involved in the convergence but Libraries, Computing Services and Media Services were most often involved. Resource based learning was reported as being implemented in a greater percentage of institutions (22.1%) where Libraries/LRCs had been integrated with other Services. However the survey sample was very small and self-selected and can not therefore be taken as conclusive.

5. Status of Head of Service and resource based learning

If the Head of Service wished to influence the development and implementation of resource based learning within the University or College this could depend upon his/her status and influence within the institution. Membership of the appropriate Boards within the institution which deal with policy, finance and academic standards could be an important factor. Hamm, Marsden and Wisher (10) found that only those librarians who were part of the Senior Management team within the institution were able to affect decisions.

Responses indicated that Heads of Service were often members of the principal policy-making Board in the institution (68.5%) and involved in course validation and development (60%). The percentage of Heads of Service on the principal policy-making Board and who were involved in course validation and development was greater in those institutions which were providing resource based learning.

However fewer Heads of Service were reported to be members of the principal fund allocating Board within the institution. Membership of the fund allocating body was less frequent in those institutions which implemented resource based learning (12.15%) compared with those institutions which were not (12.85%). Their ability to affect decisions on the allocation of funds for resource based learning was therefore limited.

6. Resources

Heads of Service reported that Libraries/Learning Resources Centres were investing in IT resources, especially CD-ROM and access to the Internet. These resources were generally free to users. The kind of resources being provided was similar whether or not resource based learning was being implemented. However, in institutions in which resource based learning was taking place, new buildings and group work space were seen as necessary and were being provided. Electronic resources were being provided that would foster resource based learning in the future.

MAJOR RESOURCES                  NUMBER OF RESPONSES
ACQUIRED IN 
LAST FIVE YEARS

Computer Assisted Learning       2
Interactive videos               3
Learning packages                4
Group space                      4
Electronic Journals              5
Multi-media                      5
Other                            6
In-house publications            8
Audio-Visual materials           8
New library system               9
New buildings                    11
Computer software                21
Network                          22
Journals                         24
Books                            33
Databases                        38
Videos                           42
Internet                         97
CD ROM                           112

7. Resource based learning and the Academic Liaison Librarian

Library staff have a vital role to play in ensuring that the resources provided are utilised and in the implementation of resource based learning. Priestley(11) believes that in the future "Academic Liaison Librarians will have to take on greater involvement in validation, curriculum development and programme assessment if information services are to be in tune with programme delivery".

Gardner (12) suggests that in order to facilitate resource based learning library staff need to be represented in course planning, validation and review. The involvement of library staff in the provision of resource based learning will have implications for the success of that provision.

Academic Liaison Librarians were involved in course planning, both formally and informally, in many institutions. However a significant number of Academic Liaison Librarians were not involved (28.5%). Where resource based learning was taking place in the institution there was more involvement of Academic Liaison Librarians in course planning (57%).

Academic Liaison Librarians were involved in the acquisition of resources, both formally and informally, in about 89% of institutions. There was slightly more involvement of Academic Liaison Librarians informally in acquisitions where resource based learning was being implemented (37.1%) compared to institutions where it was not (31.4%).

Library staff are becoming more and more involved in ensuring that students are aware of the resources provided by the Library/Learning Resources Centre and that students are able to use them effectively and efficiently. In doing so they may find that their role is changing. Gibbs (13) pointed out the need for the training of students as independent learners. Library staff were involved in induction in most institutions (95%).

However they were much less involved in other aspects of student learning such as user education, study skills and IT skills. The involvement of Academic Liaison Librarians in the development of user education and IT skills took place in less than 50% of institutions. The percentage of Academic Liaison Librarians involved in student learning in the areas of user education, study skills and IT skills was greater in those institutions which implemented resource based learning.

Academic Liaison Librarian INVOLVED      RBL IN ALL OR SOME      NO RBL IN 
IN STUDENT LEARNING             DEPARTMENTS             DEPARTMENTS

Induction                       81 (57.8%)              52 (37.1%)
User education                  41 (29.2%)              19 (13.5%)
Study skills                    41 (29.2%)              22 (15.7%)
IT skills                       45 (32.1%)              28 (20%)
Subject                         5 (3.5%)                0
Project work                    7 (5%)                  1 (0.7%)
Inquiry desk                    12 (8.5%)               4 (2.8%)
Guide production                7 (5%)                  2 (1.4%)
Other                           5 (3.5%)                1 (0.7%)

8. Staff training and development

Staff training and development is an important consideration in any Library/Learning Resources Centre. The Fielden Report (14) recommended that a minimum of 5% of staff time should be allocated to training and development. Staff who are well trained and efficient and who are confident of their ability to provide a good service to users will ensure that the Library/Learning Resources Centre runs smoothly and that any problems or difficulties are quickly dealt with.

Problems reported relating to the previous work background of staff were primarily interpersonal. They were to do with attitudes and preferences, communication and team-working. There was also the problem of re-skilling as technology in Libraries/Learning Resources Centres increased. Staff shortages were reported as a problem.

9. Staff training and resource based learning

Responses to the survey indicated that staff training had increased in the last three years in most Libraries/Learning Resources (82%). Staff training had increased in a number of areas.

Table 9: Areas of increased staff training

Most training was in IT and in the use of electronic resources. There was some training in customer care, management and library systems. There was a little training in team building and communications, but not enough in the light of the problems identified. Watson and Lomas (15) suggest that resource based learning has implications for initial and in-service training. In institutions where resource based learning was taking place a greater increase in training was reported (51.4%) compared to institutions where there was no resource based learning reported (30.7%).

AREAS OF TRAINING       RBL IN ALL OR SOME      NO RBL IN 
                        DEPARTMENTS             DEPARTMENTS

IT                      53 (37.8%)              30 (21.4%)   
Use of resources        26 (18.5%)              12 (8.5%)
Customer care           20 (14.2%)              5  (3.5%)
Communications          3 (2.1%)                2  (1.4%)   
Management              16 (11.4%)              7  (5.0%)
Team building           5 (3.5%)                0
Library systems         7 (5.0%)                4 (2.8%)
Others                  15 (10.7%)              1 (0.7%)

Conclusions

The survey indicated that for resource based learning to flourish throughout the institution, key issues would need to be addressed and a number of developments take place.

• There would need to be a commitment to resource based learning at the highest level within the institution. Resource based learning would be included in the policy and planning documents such as the Mission Statement and the Strategic Plan. However policy formation would need to be followed by action with effective implementation of resource based learning throughout the institution.
• Heads of Service would need to be involved in the management decisions of the institution, not only on policy and academic standards but also in financial decisions at the highest level.
• As class contact time is reduced and students spend a greater proportion of their time learning independently they will require somewhere to undertake this learning. Provision would need to be made for both individual and group learning facilities with both silent study space and discussion areas within the Library or Learning Resources Centre.
• Library staff have a vital role to play in ensuring that the resources which are acquired, developed and used will support course and curriculum development within the institution. Greater acceptance of the key role of library staff and their involvement in institutional structures such as Faculty Boards, School Boards and Course Teams would be required if resource based learning is to develop.
• Simply providing resources for learning does not ensure that learning takes place. Students need specific guidance on how to use electronic resources effectively. For resource based learning to flourish within the institution the development of the para-academic role of librarians in user education and training would need to be recognised and supported.
• Resource based learning would require an increase in staff training and development in Libraries and Learning Resources Centres in technological skills and use of IT based resources and in those areas such as customer care, communications, team-working an teaching and learning skills.

The findings of the Survey have informed the data collection of the IMPEL 2 Resource Based Learning Study. This study will test the assumptions which have resulted from this Survey and consider the implications for the staff of Libraries and Learning Resources Centres.

References

1. BESWICK, N. W. Resource based learning London, Heinemann, 1977

2. WADDLE, L. School media matters Wilson Library Bulletin 63 (4) 1988 p78-79

3. TELFORD, Andrena Mixed mode delivery: the best of both worlds? in THOMAS, D. (ed), Flexible learning strategies in higher and further education, London, Cassell, 1995 p164-175

4. BROWN, S. AND GIBBS, G. Course design for resource based learning: Built Environment Oxford, Oxford Centre for Staff Development, 1994

5. GIBBS,Graham, POLLARD,Nik and FARRELL, Jerome Institutional support for resource based learning Oxford, Oxford Centre for Staff Development, 1994

6. BROWN,S. and SMITH, B Resources for Learning London, Kogan Page, 1996

7. SIDGREAVES, Ivan The electronic campus - an information strategy: organisation issues in BRINDLEY, Lynne J. The electronic campus: an information strategy, Boston Spa, British Library Board, 1989 p65-90

8. NAYLOR, Bernard The convergence of the library and the computing service; the central issues British Journal of Academic Librarianship vol. 3 no. 3 1988 p172-185

9. MOLHOLT, Pat On converging paths: the computer centre and the library Journal of Academic Librarianship vol. 11 no.5 1985 p284-288

10. HAMM, Tricia, MARSDEN, David and WISHER, Steve Resources for learning in college libraries London, Library Association, 1995

11. PRIESTLEY, John Beyond Fielden: the changing role of information services staff Relay UC and R no.43 1995 p6.

12. GARDNER, N. Bringing the electronic campus to reality in BRINDLEY, Lynn, The electronic campus, Boston Spa, The British Library Board, 1989 p5-12

13. GIBBS et al OP.CIT. (5)

14. FIELDEN REPORT - John Fielden Consultancy Supporting expansion Bristol, HEFCE, 1993

15. WATSON,K. and LOMAS, J. The college librarian in ADAMS, Marie and MCELROY, Rennie, Colleges, libraries and access to learning, London, Library Association, 1994 p98-112.