Table of Contents

List of Participants	3
List of Tables	5
Sample Dimensions	22
Chapter One: Virtual Reference	23
Chapter Two: Information Literacy Training for Distance Learners	29
Chapter Three: Relating to Distance Learning Instructors	55
Chapter Four: Orientation	67
Chapter Five: Arranging Physical Library Facilities for Distance Learners	71
Chapter Six: Staffing	76
Chapter Seven: Assessment	85
Chapter Eight: Collection Development	109
Chapter Nine: Sending Books and Periodicals to Distance Learning Students	117
Chapter Ten: Courseware	131
Chapter Eleven: Copyright and Access Issues	133
Chapter Twelve: Professional Standing	138
Other Reports from Primary Research Group, Inc.	142


 
List of Participants

 
Arizona Western College
Benedictine University
Bergen Community College
Boston Architectural College
California State University, Dominguez Hills
Carroll Community College
Centennial College (Canada)
Central Michigan University
Century College
Citrus College
Coastline Community College
Columbia Gorge Community College
Confederation College (Canada)
Dowling College
Drexel University
East Carolina University
Empire State College
Fairleigh Dickinson University Library
Fielding Graduate University
Glendale Community College Library Media Center
Gonzaga University
Guilford Technical Community College
Gulf Coast Community College
Informatio (Ukraine)
Jackson State Community College
James Cook University
Lake Erie College of Osteopathic Medicine
Lassen Community College Library
Liberty University
McKillop Library, Salve Regina University
Medicine Hat College (Canada)
Mineral Area College
Morris Library, Southern Illinois University Carbondale
Mount Saint Vincent University (Canada)
Mount Wachusett Community College Library
Mt. San Antonio College
Nashotah House
New Jersey Institute of Technology
North Dakota State College of Science
North Seattle Community College
Northern Maine Community College
Nova Scotia Community College (Canada)
Oregon Health and Science University
Pace University Library
Panola College
Pellissippi State Technical Community College
Pikes Peak Community College
Randolph Community College Library
Saddleback College Library
San Juan College
Santa Barbara Business College
Seattle Pacific University
Sheffield Hallam University (UK)
Sheridan College
Simon Fraser University Library (Canada)
South Dakota School of Mines & Technology
Southeastern Oklahoma State University
Springfield College
St. Cloud State University
St. John's University Library
Suffolk County Community College
Sullivan University
Texas A&M University-Commerce Library
Texas A&M University-Corpus Christi
The Art Institute of Pittsburgh
The College of Nursing (Australia)
Thompson Rivers University (Canada)
Thrift LIbrary of Anderson University
Tri-County Community College
Trinity Western University (Canada)
Tyndale University College & Seminary (Canada)
University of Arkansas at Little Rock
University of Calgary (Canada)
University of Central Lancashire (U.K.)
University of Georgia Libraries
University of Idaho Library
University of Illinois at Springfield
University of Nebraska Medical Center
University of New Brunswick Libraries (Canada)
University of North Carolina, Charlotte
University of Regina (Canada)
University of Richmond
University of South Florida St. Petersburg
University of South Florida Tampa Library
University of Southern California
University of St. Andrews (U.K.)
University of Tennessee, Knoxville
University of Wisconsin-Eau Claire
University of Wisconsin-Whitewater
University of Wyoming Libraries
Utah State University
Viterbo University
Walden University
Washington State University
Wayne Community College
Wesley College
 








 
List of Tables
Table 1.1:	Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service	24
Table 1.2:	Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by U.S. and Non-U.S. Libraries	24
Table 1.3:	Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by Carnegie Class	24
Table 1.4:	Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by Public or Private Status	24
Table 1.5:	Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by Number of FTE Students at the Institution	25
Table 1.6:	Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by Number of FTE Distance Learners	25
Table 1.7:	Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	25
Table 1.8:	Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service	25
Table 1.9:	Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service, Broken Out by U.S. and Non-U.S. Libraries	25
Table 1.10:	Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service, Broken Out by Carnegie Class	26
Table 1.11:	Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service, Broken Out by Public or Private Status	26
Table 1.12:	Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service, Broken Out by Number of FTE Students at the Institution	26
Table 1.13:	Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service, Broken Out by Number of FTE Distance Learners	26
Table 1.14:	Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	27
Table 1.15:	Use of Virtual Reference Services by Distance Learners vs. Traditional Students	27
Table 1.16:	Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by U.S. and Non-U.S. Libraries	27
Table 1.17:	Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Carnegie Class	27
Table 1.18:	Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Public or Private Status	28
Table 1.19:	Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Number of FTE Students at the Institution	28
Table 1.20:	Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Number of FTE Distance Learners	28
Table 1.21:	Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	28
Table 2.1:	Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners	33
Table 2.2:	Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	34
Table 2.3:	Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Carnegie Class	34
Table 2.4:	Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Public or Private Status	34
Table 2.5:	Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Number of FTE Students at the Institution	34
Table 2.6:	Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Number of FTE Distance Learners	34
Table 2.7:	Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	35
Table 2.8:	Percentage of Libraries that Offer Any Formal Kind of 0-3 Credit Course in Information Literacy for Either Distance Learners or Traditional Students	35
Table 2.9:	Percentage of Libraries that Offer Any Formal Kind of 0-3 Credit Course in Information Literacy for Either Distance Learners or Traditional Students, Broken Out by U.S. and Non-U.S. Libraries	35
Table 2.10:	Percentage of Libraries that Offer Any Formal Kind of 0-3 Credit Course in Information Literacy for Either Distance Learners or Traditional Students, Broken Out by Carnegie Class	35
Table 2.11:	Percentage of Libraries that Offer Any Formal Kind of 0-3 Credit Course in Information Literacy for Either Distance Learners or Traditional Students, Broken Out by Public or Private Status	35
Table 2.12:	Percentage of Libraries that Offer Any Formal Kind of 0-3 Credit Course in Information Literacy for Either Distance Learners or Traditional Students, Broken Out by Number of FTE Students at the Institution	36
Table 2.13:	Percentage of Libraries that Offer Any Formal Kind of 0-3 Credit Course in Information Literacy for Either for Distance Learners or Traditional Students, Broken Out by Number of FTE Distance Learners	36
Table 2.14:	Percentage of Libraries that Offer Any Formal Kind of 0-3 Credit Course in Information Literacy for Either for Distance Learners or Traditional Students, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	36
Table 2.15:	Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy	36
Table 2.16:	Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy, Broken Out by U.S. and Non-U.S. Libraries	37
Table 2.17:	Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy, Broken Out by Carnegie Class	37
Table 2.18:	Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy, Broken Out by Public or Private Status	37
Table 2.19:	Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy, Broken Out by Number of FTE Students at the Institution	37
Table 2.20:	Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy, Broken Out by Number of FTE Distance Learners	37
Table 2.21:	Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	38
Table 2.22:	Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses	38
Table 2.23:	Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by U.S. and Non-U.S. Libraries	38
Table 2.24:	Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Carnegie Class	38
Table 2.25:	Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Public or Private Status	39
Table 2.26:	Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Number of FTE Students at the Institution	39
Table 2.27:	Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Number of FTE Distance Learners	39
Table 2.28:	Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	39
Table 2.29:	Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners	40
Table 2.30:	Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	40
Table 2.31:	Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners, Broken Out by Carnegie Class	40
Table 2.32:	Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners, Broken Out by Public or Private Status	40
Table 2.33:	Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners, Broken Out by Number of FTE Students at the Institution	40
Table 2.34:	Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners, Broken Out by Number of FTE Distance Learners	41
Table 2.35:	Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	41
Table 2.36:	Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners	41
Table 2.37:	Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	41
Table 2.38:	Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners, Broken Out by Carnegie Class	41
Table 2.39:	Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners, Broken Out by Public or Private Status	42
Table 2.40:	Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners, Broken Out by Number of FTE Students at the Institution	42
Table 2.41:	Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners, Broken Out by Number of FTE Distance Learners	42
Table 2.42:	Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	42
Table 2.43:	Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons	43
Table 2.44:	Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons, Broken Out by U.S. and Non-U.S. Libraries	43
Table 2.45:	Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons, Broken Out by Carnegie Class	43
Table 2.46:	Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons, Broken Out by Public or Private Status	43
Table 2.47:	Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons, Broken Out by Number of FTE Students at the Institution	44
Table 2.48:	Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons, Broken Out by Number of FTE Distance Learners	44

Table 2.49:	Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	44
Table 2.50:	Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library's Resources by Distance Learners vs. Traditional Students	44
Table 2.51:	Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library's Resources by Distance Learners vs. Traditional Students, Broken Out by U.S. and Non-U.S. Libraries	45
Table 2.52:	Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library's Resources by Distance Learners vs. Traditional Students, Broken Out by Carnegie Class	45
Table 2.53:	Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library's Resources by Distance Learners vs. Traditional Students, Broken Out by Public or Private Status	45
Table 2.54:	Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library's Resources by Distance Learners vs. Traditional Students, Broken Out by Number of FTE Students at the Institution	46
Table 2.55:	Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library's Resources by Distance Learners vs. Traditional Students, Broken Out by Number of FTE Distance Learners	46
Table 2.56:	Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library's Resources by Distance Learners vs. Traditional Students, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	46
Table 3.1:	Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses	56
Table 3.2:	Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by U.S. and Non-U.S. Libraries	56
Table 3.3:	Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Carnegie Class	56
Table 3.4:	Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Public or Private Status	57
Table 3.5:	Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Number of FTE Students at the Institution	57
Table 3.6:	Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Number of FTE Distance Learners	57
Table 3.7:	Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	58
Table 4.1:	Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners	68
Table 4.2:	Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	68
Table 4.3:	Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners, Broken Out by Carnegie Class	68
Table 4.4:	Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners, Broken Out by Public or Private Status	68
Table 4.5:	Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners, Broken Out by Number of FTE Students at the Institution	68
Table 4.6:	Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners, Broken Out by Number of FTE Distance Learners	69
Table 4.7:	Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	69
Table 4.8:	Percentage of Libraries that Play a Role in the Orientation of Distance Learners	69
Table 4.9:	Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	69
Table 4.10:	Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Carnegie Class	69
Table 4.11:	Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Public or Private Status	70
Table 4.12:	Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Number of FTE Students at the Institution	70
Table 4.13:	Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Number of FTE Distance Learners	70
Table 4.14:	Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	70
Table 5.1:	Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College's Distance Learners	72
Table 5.2:	Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College's Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	72
Table 5.3:	Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College's Distance Learners, Broken Out by Carnegie Class	72
Table 5.4:	Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College's Distance Learners, Broken Out by Public or Private Status	72
Table 5.5:	Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College's Distance Learners, Broken Out by Number of FTE Students at the Institution	73
Table 5.6:	Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College's Distance Learners, Broken Out by Number of FTE Distance Learners	73
Table 5.7:	Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College's Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	73
Table 5.8:	Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges' Distance Learning Programs	73
Table 5.9:	Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges' Distance Learning Programs, Broken Out by U.S. and Non-U.S. Libraries	74
Table 5.10:	Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges' Distance Learning Programs, Broken Out by Carnegie Class	74
Table 5.11:	Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges' Distance Learning Programs, Broken Out by Public or Private Status	74
Table 5.12:	Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges' Distance Learning Programs, Broken Out by Number of FTE Students at the Institution	74
Table 5.13:	Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges' Distance Learning Programs, Broken Out by Number of FTE Distance Learners	74
Table 5.14:	Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges' Distance Learning Programs, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	75
Table 6.1:	Percentage of Libraries that have an Official Liaison to the Distance Learning Program	78
Table 6.2:	Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by U.S. and Non-U.S. Libraries	78
Table 6.3:	Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Carnegie Class	78
Table 6.4:	Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Public or Private Status	78
Table 6.5:	Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Number of FTE Students at the Institution	79
Table 6.6:	Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Number of FTE Distance Learners	79
Table 6.7:	Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	79
Table 6.8:	Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners	79
Table 6.9:	Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	79
Table 6.10:	Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners, Broken Out by Carnegie Class	80
Table 6.11:	Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners, Broken Out by Public or Private Status	80
Table 6.12:	Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners, Broken Out by Number of FTE Students at the Institution	80
Table 6.13:	Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners, Broken Out by Number of FTE Distance Learners	80
Table 6.14:	Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	81
Table 6.15:	Mean, Median, Minimum and Maximum Staff Size in FTE Terms of Libraries that have Specific Staff Devoted to the Needs of Distance Learners	81
Table 6.16:	Mean, Median, Minimum and Maximum Staff Size in FTE Terms of Libraries that have Specific Staff Devoted to the Needs of Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	81
Table 6.17:	Mean, Median, Minimum and Maximum Staff Size in FTE Terms of Libraries that have Specific Staff Devoted to the Needs of Distance Learners, Broken Out by Carnegie Class	81
Table 6.18:	Mean, Median, Minimum and Maximum Staff Size in FTE Terms of Libraries that have Specific Staff Devoted to the Needs of Distance Learners, Broken Out by Public or Private Status	82
Table 6.19:	Mean, Median, Minimum and Maximum Staff Size in FTE Terms of Libraries that have Specific Staff Devoted to the Needs of Distance Learners, Broken Out by Number of FTE Students at the Institution	82
Table 6.20:	Mean, Median, Minimum and Maximum Staff Size in FTE Terms of Libraries that have Specific Staff Devoted to the Needs of Distance Learners, Broken Out by Number of FTE Distance Learners	82
Table 6.21:	Mean, Median, Minimum and Maximum Staff Size in FTE Terms of Libraries that have Specific Staff Devoted to the Needs of Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	82
Table 6.22:	Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs	83
Table 6.23:	Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs, Broken Out by U.S. and Non-U.S. Libraries	83
Table 6.24:	Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs, Broken Out by Carnegie Class	83
Table 6.25:	Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs, Broken Out by Public or Private Status	83
Table 6.26:	Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs, Broken Out by Number of FTE Students at the Institution	83
Table 6.27:	Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs, Broken Out by Number of FTE Distance Learners	84
Table 6.28:	Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	84
Table 7.1:	Percentage of Libraries that have ever Administered a Questionnaire to Distance Learners to Assess Their Skill in Using the Library and their Evaluation of it	91
Table 7.2:	Percentage of Libraries that have ever Administered a Questionnaire to Distance Learners to Assess Their Skill in Using the Library and their Evaluation of it, Broken Out by U.S. and Non-U.S. Libraries	91
Table 7.3:	Percentage of Libraries that have ever Administered a Questionnaire to Distance Learners to Assess Their Skill in Using the Library and their Evaluation of it, Broken Out by Carnegie Class	91
Table 7.4:	Percentage of Libraries that have ever Administered a Questionnaire to Distance Learners to Assess Their Skill in Using the Library and their Evaluation of it, Broken Out by Public or Private Status	91
Table 7.5:	Percentage of Libraries that have ever Administered a Questionnaire to Distance Learners to Assess Their Skill in Using the Library and their Evaluation of it, Broken Out by Number of FTE Students at the Institution	92
Table 7.6:	Percentage of Libraries that have ever Administered a Questionnaire to Distance Learners to Assess Their Skill in Using the Library and their Evaluation of it, Broken Out by Number of FTE Distance Learners	92
Table 7.7:	Percentage of Libraries that have ever Administered a Questionnaire to Distance Learners to Assess Their Skill in Using the Library and their Evaluation of it, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	92
Table 7.8:	Attitude toward the Library's Efforts to Cater to Distance Learners	92
Table 7.9:	Attitude toward the Library's Efforts to Cater to Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	93
Table 7.10:	Attitude toward the Library's Efforts to Cater to Distance Learners, Broken Out by Carnegie Class	93
Table 7.11:	Attitude toward the Library's Efforts to Cater to Distance Learners, Broken Out by Public or Private Status	93
Table 7.12:	Attitude toward the Library's Efforts to Cater to Distance Learners, Broken Out by Number of FTE Students at the Institution	94
Table 7.13:	Attitude toward the Library's Efforts to Cater to Distance Learners, Broken Out by Number of FTE Distance Learners	94
Table 7.14:	Attitude toward the Library's Efforts to Cater to Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	94
Table 7.15:	Assessment of the Information Literacy of the College's Distance Learners vs. Traditional Students	95
Table 7.16:	Assessment of the Information Literacy of the College's Distance Learners vs. Traditional Students, Broken Out by U.S. and Non-U.S. Libraries	95
Table 7.17:	Assessment of the Information Literacy of the College's Distance Learners vs. Traditional Students, Broken Out by Carnegie Class	95
Table 7.18:	Assessment of the Information Literacy of the College's Distance Learners vs. Traditional Students, Broken Out by Public or Private Status	95
Table 7.19:	Assessment of the Information Literacy of the College's Distance Learners vs. Traditional Students, Broken Out by Number of FTE Students at the Institution	96
Table 7.20:	Assessment of the Information Literacy of the College's Distance Learners vs. Traditional Students, Broken Out by Number of FTE Distance Learners	96
Table 7.21:	Assessment of the Information Literacy of the College's Distance Learners vs. Traditional Students, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	96
Table 7.22:	Assessment of the Relationship Between the Library and the College's Distance Learning Program	97
Table 7.23:	Assessment of the Relationship Between the Library and the College's Distance Learning Program, Broken Out by U.S. and Non-U.S. Libraries	97
Table 7.24:	Assessment of the Relationship Between the Library and the College's Distance Learning Program, Broken Out by Carnegie Class	97
Table 7.25:	Assessment of the Relationship Between the Library and the College's Distance Learning Program, Broken Out by Public or Private Status	97
Table 7.26:	Assessment of the Relationship Between the Library and the College's Distance Learning Program, Broken Out by Number of FTE Students at the Institution	98
Table 7.27:	Assessment of the Relationship Between the Library and the College's Distance Learning Program, Broken Out by Number of FTE Distance Learners	98
Table 7.28:	Assessment of the Relationship Between the Library and the College's Distance Learning Program, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	98
Table 7.29:	Assessment of the Library's Efforts to Serve Distance Learners	99
Table 7.30:	Assessment of the Library's Efforts to Serve Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	99
Table 7.31:	Assessment of the Library's Efforts to Serve Distance Learners, Broken Out by Carnegie Class	99
Table 7.32:	Assessment of the Library's Efforts to Serve Distance Learners, Broken Out by Public or Private Status	99
Table 7.33:	Assessment of the Library's Efforts to Serve Distance Learners, Broken Out by Number of FTE Students at the Institution	100
Table 7.34:	Assessment of the Library's Efforts to Serve Distance Learners, Broken Out by Number of FTE Distance Learners	100
Table 7.35:	Assessment of the Library's Efforts to Serve Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	100
Table 7.36:	Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners	102
Table 7.37:	Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	102
Table 7.38:	Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners, Broken Out by Carnegie Class	103
Table 7.39:	Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners, Broken Out by Public or Private Status	103
Table 7.40:	Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners, Broken Out by Number of FTE Students at the Institution	103
Table 7.41:	Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners, Broken Out by Number of FTE Distance Learners	103
Table 7.42:	Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	104
Table 7.43:	Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners	104
Table 7.44:	Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	104
Table 7.45:	Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners, Broken Out by Carnegie Class	104
Table 7.46:	Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners, Broken Out by Public or Private Status	104
Table 7.47:	Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners, Broken Out by Number of FTE Students at the Institution	105
Table 7.48:	Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners, Broken Out by Number of FTE Distance Learners	105
Table 7.49:	Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	105
Table 7.50:	Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors	105
Table 7.51:	Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors, Broken Out by U.S. and Non-U.S. Libraries	106
Table 7.52:	Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors, Broken Out by Carnegie Class	106
Table 7.53:	Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors, Broken Out by Public or Private Status	106
Table 7.54:	Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors, Broken Out by Number of FTE Students at the Institution	106
Table 7.55:	Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors, Broken Out by Number of FTE Distance Learners	106
Table 7.56:	Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	107
Table 7.57:	Percentage of Libraries that have Conducted a Formal Assessment on Distance Learners and/or Faculty's Level of Satisfaction with the Library	107
Table 7.58:	Percentage of Libraries that have Conducted a Formal Assessment on Distance Learners and/or Faculty's Level of Satisfaction with the Library, Broken Out by U.S. and Non-U.S. Libraries	107
Table 7.59:	Percentage of Libraries that have Conducted a Formal Assessment on Distance Learners and/or Faculty's Level of Satisfaction with the Library, Broken Out by Carnegie Class	107
Table 7.60:	Percentage of Libraries that have Conducted a Formal Assessment on Distance Learners and/or Faculty's Level of Satisfaction with the Library, Broken Out by Public or Private Status	107
Table 7.61:	Percentage of Libraries that have Conducted a Formal Assessment on Distance Learners and/or Faculty's Level of Satisfaction with the Library, Broken Out by Number of FTE Students at the Institution	108
Table 7.62:	Percentage of Libraries that have Conducted a Formal Assessment on Distance Learners and/or Faculty's Level of Satisfaction with the Library, Broken Out by Number of FTE Distance Learners	108
Table 7.63:	Percentage of Libraries that have Conducted a Formal Assessment on Distance Learners and/or Faculty's Level of Satisfaction with the Library, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	108
Table 9.1:	Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$	121
Table 9.2:	Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by U.S. and Non-U.S. Libraries	121
Table 9.3:	Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Carnegie Class	121
Table 9.4:	Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Public or Private Status	121
Table 9.5:	Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Number of FTE Students at the Institution	122
Table 9.6:	Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Number of FTE Distance Learners	122
Table 9.7:	Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	122
Table 9.8:	The Library's Primary Method of Shipment of Books and Other Documents to Distance Learners	123
Table 9.9:	The Library's Primary Method of Shipment of Books and Other Documents to Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	123
Table 9.10:	The Library's Primary Method of Shipment of Books and Other Documents to Distance Learners, Broken Out by Carnegie Class	123
Table 9.11:	The Library's Primary Method of Shipment of Books and Other Documents to Distance Learners, Broken Out by Public or Private Status	123
Table 9.12:	The Library's Primary Method of Shipment of Books and Other Documents to Distance Learners, Broken Out by Number of FTE Students at the Institution	124
Table 9.13:	The Library's Primary Method of Shipment of Books and Other Documents to Distance Learners, Broken Out by Number of FTE Distance Learners	124
Table 9.14:	The Library's Primary Method of Shipment of Books and Other Documents to Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	124
Table 9.15:	Library Staff Responsible for Satisfying Distance Learners' Requests for Physical Copies of Books or Articles from the Library	124
Table 9.16:	Library Staff Responsible for Satisfying Distance Learners' Requests for Physical Copies of Books or Articles from the Library, Broken Out by U.S. and Non-U.S. Libraries	125
Table 9.17:	Library Staff Responsible for Satisfying Distance Learners' Requests for Physical Copies of Books or Articles from the Library, Broken Out by Carnegie Class	125
Table 9.18:	Library Staff Responsible for Satisfying Distance Learners' Requests for Physical Copies of Books or Articles from the Library, Broken Out by Public or Private Status	125
Table 9.19:	Library Staff Responsible for Satisfying Distance Learners' Requests for Physical Copies of Books or Articles from the Library, Broken Out by Number of FTE Students at the Institution	125
Table 9.20:	Library Staff Responsible for Satisfying Distance Learners' Requests for Physical Copies of Books or Articles from the Library, Broken Out by Number of FTE Distance Learners	126
Table 9.21:	Library Staff Responsible for Satisfying Distance Learners' Requests for Physical Copies of Books or Articles from the Library, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	126
Table 9.22:	Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners	126
Table 9.23:	Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	126
Table 9.24:	Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners, Broken Out by Carnegie Class	127
Table 9.25:	Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners, Broken Out by Public or Private Status	127
Table 9.26:	Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners, Broken Out by Number of FTE Students at the Institution	127
Table 9.27:	Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners, Broken Out by Number of FTE Distance Learners	127
Table 9.28:	Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	128
Table 9.29:	Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners	128
Table 9.30:	Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by U.S. and Non-U.S. Libraries	128
Table 9.31:	Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by Carnegie Class	128
Table 9.32:	Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by Public or Private Status	129
Table 9.33:	Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by Number of FTE Students at the Institution	129
Table 9.34:	Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by Number of FTE Distance Learners	129
Table 9.35:	Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	130
Table 10.1:	Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others	131
Table 10.2:	Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others, Broken Out by U.S. and Non-U.S. Libraries	131
Table 10.3:	Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others, Broken Out by Carnegie Class	131
Table 10.4:	Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others, Broken Out by Public or Private Status	132
Table 10.5:	Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others, Broken Out by Number of FTE Students at the Institution	132
Table 10.6:	Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others, Broken Out by Number of FTE Distance Learners	132
Table 10.7:	Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	132
Table 11.1:	Access to the Library's Databases by Distance Learners vs. On-Campus Students	134
Table 11.2:	Access to the Library's Databases by Distance Learners vs. On-Campus Students, Broken Out by U.S. and Non-U.S. Libraries	134
Table 11.3:	Access to the Library's Databases by Distance Learners vs. On-Campus Students, Broken Out by Carnegie Class	134
Table 11.4:	Access to the Library's Databases by Distance Learners vs. On-Campus Students, Broken Out by Public or Private Status	135
Table 11.5:	Access to the Library's Databases by Distance Learners vs. On-Campus Students, Broken Out by Number of FTE Students at the Institution	135
Table 11.6:	Access to the Library's Databases by Distance Learners vs. On-Campus Students, Broken Out by Number of FTE Distance Learners	135
Table 11.7:	Access to the Library's Databases by Distance Learners vs. On-Campus Students, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	135
Table 11.8:	Extent to which Copyright Issues Relating to Access, Faxing and Photocopying Issues for Distance Learners is a Problem	136
Table 11.9:	Extent to which Copyright Issues Relating to Access, Faxing and Photocopying Issues for Distance Learners is a Problem, Broken Out by U.S. and Non-U.S. Libraries	136
Table 11.10:	Extent to which Copyright Issues Relating to Access, Faxing and Photocopying Issues for Distance Learners is a Problem, Broken Out by Carnegie Class	136
Table 11.11:	Extent to which Copyright Issues Relating to Access, Faxing and Photocopying Issues for Distance Learners is a Problem, Broken Out by Public or Private Status	136
Table 11.12:	Extent to which Copyright Issues Relating to Access, Faxing and Photocopying Issues for Distance Learners is a Problem, Broken Out by Number of FTE Students at the Institution	137
Table 11.13:	Extent to which Copyright Issues Relating to Access, Faxing and Photocopying Issues for Distance Learners is a Problem, Broken Out by Number of FTE Distance Learners	137
Table 11.14:	Extent to which Copyright Issues Relating to Access, Faxing and Photocopying Issues for Distance Learners is a Problem, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	137
Table 11.15:	Mean, Median, Minimum and Maximum Amount Spent Annually by Libraries that have a Formal or Informal Budget for Copyright Materials for Databases, Ebooks and Other Copyright Materials that will be Used Largely by Distance Learners, in US$	137
Table 12.1:	Mean, Median, Minimum and Maximum Number of FTE Positions Allotted to Distance Learning Librarianship Among Libraries with Distance Learning Librarianship Staff	138
Table 12.2:	Mean, Median, Minimum and Maximum Number of FTE Positions Allotted to Distance Learning Librarianship Among Libraries with Distance Learning Librarianship Staff, Broken Out by U.S. and Non-U.S. Libraries	138
Table 12.3:	Mean, Median, Minimum and Maximum Number of FTE Positions Allotted to Distance Learning Librarianship Among Libraries with Distance Learning Librarianship Staff, Broken Out by Carnegie Class	139
Table 12.4:	Mean, Median, Minimum and Maximum Number of FTE Positions Allotted to Distance Learning Librarianship Among Libraries with Distance Learning Librarianship Staff, Broken Out by Public or Private Status	139
Table 12.5:	Mean, Median, Minimum and Maximum Number of FTE Positions Allotted to Distance Learning Librarianship Among Libraries with Distance Learning Librarianship Staff, Broken Out by Number of FTE Students at the Institution	139
Table 12.6:	Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$	139
Table 12.7:	Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by U.S. and Non-U.S. Libraries	140
Table 12.8:	Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Carnegie Class	140
Table 12.9:	Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Public or Private Status	140
Table 12.10:	Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Number of FTE Students at the Institution	141
Table 12.11:	Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Number of FTE Distance Learners	141
Table 12.12:	Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus	141

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