Jill Beard David Ball Kathryn Cheshir Barbara Newland

1. Integrating Electronic Resources into the Virtual Learning Environment: Work in Progress at Bournemouth University Library Jill Beard David Ball Kathryn Cheshir Barbara Newland HEA Pathfinder Cluster Group meeting Plymouth November 8th 2007

2. Digital Natives – Digital Immigrants Based on Prensky (2001) and Jukes and Dosaj (2006)

3. Popularity of ‘e’ • Exponential growth of and access to e-resources • Information can be accessed from anywhere at any time - convenience • Digital natives are enthusiastic adopters • Academic collections no longer limited to what can be housed in library buildings

4. What does it mean for us? • How can we ensure that the needs of the all students are met? • How can we encourage both digital natives and digital immigrants exploit the resources available to them? • VLE as transformational technology

5. Bournemouth University Library • Over 80% access information from home • 60% of overall Library budget spent on electronic resources • 29,000 e-journals & 40,000 e-books • Granular and selective, e-journal “package” • E-book seen as a form in its own right not an e-version of a text book

6. Hard-copy and electronic usage

7. myBU • Opportunity to deal with some long running challenges • Improve the Library web site with the Bb Library tab – interaction; Web 2.0 • Inefficient searching – mySearch a federated search tool • Reading Lists – integration of all resources at unit level • Exam Papers – available to all at unit level • eReserves – materials in highest demand at unit level • BURO – the institutional repository

8. Library Tab & mySearch

9. Help and advice

10. Reading Lists • Reading lists available on Library Management System for a number of years • Needed to enhance with live links to ‘e’ • Needed to re-engineer working processes • New life into a moribund tool satisfying the student demand for access to a meaningful reading list chosen by their academic tutors

11. Exam Paper Folder Structure

12. MyBU Survey results 2006-7

13. Short Loan and eReserves • CLA Scanning Licence • Item must be owned by the University • Item must be published in the UK • eReserves • Unit Leaders informed when article has been scanned • Link made from unit in myBU to eReserves folder • Timed Release

14. Scanned totals @ 3rd November • 355 items with 425 deployments • 132 – Business School (plus 25 Law items) • 61- Health and Social care • 55 – Media School • 48 – Services Management • 33 – Conservation Sciences • 1- Design Engineering and Computing

15. e-Reserves Storage on myBU

16. Scanning – lessons learnt

17. e-Res (HEA funded 2007-8) eRes project aims to enhance the student learning experience by developing and disseminating: • innovative pedagogical frameworks which bring together learning activities and academically led quality e-resources within the unit of study • an e-reading strategy which encompasses models for resource discovery and e-literacy • guidelines on the appropriate support required by academics from librarians, staff developers and learning technologists • http://www.bournemouth.ac.uk/eds/eres/

18. Collaborative learning Online discussions based on e-resources Group-produce wiki E-tutoring Reflection Use of blog tool during PBL activities Critical thinking E-Reading Strategy; social bookmarking activities Social construction of knowledge Social bookmarking activities; wikis E-resources e.g. short loan e-journals e-books Other New ways of working in a 100% onlineresource environment Role of e-resources in a block teachingapproach Assessment Publisher-provided content for formative/ summative assessment Problem based learning Use of blogs, wikis and discussion boards forgroup PBL work, to include sharing e-resources Student learning experience

19. e-Res Confirmed Case Studies • Online discussion based on a selected e-journal article • Groups create a wiki which is used as the basis for a seminar presentation • Development of self-managed activities using online resources to develop staff expertise in e-tutoring • New ways of working between academics, librarians and students in a 100% online resource environment • Use of blogs, wikis and discussion boards for group PBL work, to include sharing e-resources • Social bookmarking to share health-related resources • Use of publisher-provided online content to create self-managed learning packs incorporating formative and summative assessment • E-reading strategy

20. e-Res Potential Case Studies • Unit blog to comment on online articles, and to help students prepare for seminar presentations • Role of e-resources in a block teaching approach • Assessed online discussions which require students to provide references to resources and demonstrate their relevance • e-assessment using publisher-provided content

21. Next step for majority • Academics will use reading lists and update them • E-learning activities using quality e-resources becomes the next step forward for majority of academics • Engage Net Gen students

22. Conclusion “Only by understanding the Net generation can colleges and universities create learning environments that optimize their strengths and minimise their weaknesses” (Oblinger and Oblinger 2005) • Discontinuity is here to stay between net gen natives and the digital immigrants • How can we provide an environment and resources to satisfy all • Engaging majority of academics • BU project eRes is a step towards meeting the challenge

23. References • Beard, J. et al., 2007. Integrating e-Resources within a University VLE. Library and Information Update, 6 (4), pp. 35-37. • Belanger, J. 2007. Cataloguing E-books in UK Higher Education Libraries: report of a survey. Program, 41 (3), pp. 203-216. • Block, R. Apple to do eBooks? [online], Engadget. Available from: http://www. engadget. com/2006/07/22/apple-to-do-ebooks [accessed 8th August 2006]. • Davy, T., 2007. E-textbooks: opportunities, innovations, distractions and dilemmas. Serials, 20 (2), pp. 98-102. • Everett, R., 2002. MLEs and VLEs explained. JISC, London. Available at: http://www. jisc. ac. uk/index. cfm?name=mle_briefings_1. • Hernon, P. et al, 2007. E-book Use by Students: undergraduates in economics, literature and nursing. Journal of Academic Librarianship, 33 (1), pp. 3-13. • Jukes, I. and Dosaj, A., 2006. Understanding Digital Kids (DKs): teaching and learning in the new digital landscape. The InfoSavvy Group. • Liu, Z., 2005. Reading Beahvior in the Digital Environment: changes in reading behaviour over the past ten years. Journal of Documentation, 61 (6), pp. 700-712. • Newland, B., 2003. Evaluating the Impact of a VLE on Learning and Teaching. EDMEDIA World Conference on Educational Multimedia, Hypermedia and Telecommunications, Hawaii, USA. • Newland, B. et al., (2004). VLE Longitudinal report, duo (Durham University Online) 2001 – 2003, Bournemouth University • Newland, B., Jenkins, M. and Ringan, N. 2006. Academic Experiences of Using VLEs: overarching lessons for preparing and supporting staff. In O’Donoghue, J., ed., Technology Supported Learning and Teaching: A Staff Perspective, Information Science Publishing, London, • Oblinger, D.G. & Oblinger, J.L. (2005) Is it age or IT: first steps towards understanding the Net generation. In:Educating the Net Generation [online]. Educause. Available from: http://www.educause.edu/educatingthenetgen/. [Accessed 12 May 2007] • Parkes, D., 2007. E-books from Ebrary at Staffordshire University: a case study. Program, 41 (3), pp. 253-261. • Prensky, M., 2001. Digital Natives, Digital Immigrants. On the Horizon, 9 (5), pp. 1-6. • Tenopir, C., 2003. Use and Users of Electronic Library Resources: an overview and analysis of recent research studies. Council on Library and Information Resources, Washington. Available at: http://www. clir. org/pubs/reports/pub120/pub120. pdf. • Woodward, H., 2007. The National E-Books Observatory Project & the UK Academic Vision for E-Books. JISC National E-Books Observatory Project. Avalable at http://www.jiscebooksproject.org/archives/62.