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Table of Contents
List of Participants 3
List of Tables 5
Sample Dimensions 21
Chapter One: Virtual Reference 22
Chapter Two: Information Literacy Training for Distance Learners 28
Chapter Three: Relating to Distance Learning Instructors 54
Chapter Four: Orientation 66
Chapter Five: Arranging Physical Library Facilities for Distance Learners 70
Chapter Six: Staffing 75
Chapter Seven: Assessment 84
Chapter Eight: Collection Development 108
Chapter Nine: Sending Books and Periodicals to Distance Learning Students 116
Chapter Ten: Courseware 130
Chapter Eleven: Copyright and Access Issues 132
Chapter Twelve: Professional Standing 137
Other Reports from Primary Research Group, Inc. 141
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 23
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 23
Table 1.3: Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by Carnegie Class 23
Table 1.4: Percentage of Libraries that Offer an Email Response Box as a Virtual Reference Service, Broken Out by Public or Private Status 23
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 24
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 24
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 24
Table 1.8: Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service 24
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 24
Table 1.10: Percentage of Libraries that Offer a Real Time Chat Service as a Virtual Reference Service, Broken Out by Carnegie Class 25
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 25
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 25
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 25
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 26
Table 1.15: Use of Virtual Reference Services by Distance Learners vs. Traditional Students 26
Table 1.16: Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by U.S. and Non-U.S. Libraries 26
Table 1.17: Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Carnegie Class 26
Table 1.18: Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Public or Private Status 27
Table 1.19: Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Number of FTE Students at the Institution 27
Table 1.20: Use of Virtual Reference Services by Distance Learners vs. Traditional Students, Broken Out by Number of FTE Distance Learners 27
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 27
Table 2.1: Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners 32
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 33
Table 2.3: Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Carnegie Class 33
Table 2.4: Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Public or Private Status 33
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 33
Table 2.6: Percentage of Libraries that Offer Special Classes or Training Programs for Distance Learners, Broken Out by Number of FTE Distance Learners 33
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 34
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 34
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 34
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 34
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 34
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 35
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 35
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 35
Table 2.15: Percentage of Libraries that Offer Any Kind of 0-3 Credit Online or Other Course at a Distance in Information Literacy 35
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 36
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 36
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 36
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 36
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 36
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 37
Table 2.22: Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses 37
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 37
Table 2.24: Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Carnegie Class 37
Table 2.25: Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Public or Private Status 38
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 38
Table 2.27: Future Plans of Libraries that Do Not Offer Any Online Information Literacy Courses, Broken Out by Number of FTE Distance Learners 38
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 38
Table 2.29: Percentage of Libraries that have a Web Page on the Library Website Specifically Catering to the Needs of Distance Learners 39
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 39
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 39
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 39
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 39
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 40
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 40
Table 2.36: Percentage of Libraries that have a Blog or Listserv Specifically Catering to the Needs of Distance Learners 40
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 40
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 40
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 41
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 41
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 41
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 41
Table 2.43: Mean, Median, Minimum and Maximum Number of Interactive Online Tutorials Explaining Various Facets of the Library to Patrons 42
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 42
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 42
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 42
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 43
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 43
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 43
Table 2.50: Use of Library Sponsored, Posted or Directed Tutorials and Guides to the Library’s Resources by Distance Learners vs. Traditional Students 43
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 44
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 44
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 44
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 45
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 45
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 45
Table 3.1: Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses 55
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 55
Table 3.3: Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Carnegie Class 55
Table 3.4: Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Public or Private Status 56
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 56
Table 3.6: Relationship Between the Library and Distance Learning Instructors vs. Instructors of Traditional Courses, Broken Out by Number of FTE Distance Learners 56
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 57
Table 4.1: Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners 67
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 67
Table 4.3: Percentage of Libraries with an Equivalent of the Traditional Orientation Program for New Distance Learners, Broken Out by Carnegie Class 67
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 67
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 67
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 68
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 68
Table 4.8: Percentage of Libraries that Play a Role in the Orientation of Distance Learners 68
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 68
Table 4.10: Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Carnegie Class 68
Table 4.11: Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Public or Private Status 69
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 69
Table 4.13: Percentage of Libraries that Play a Role in the Orientation of Distance Learners, Broken Out by Number of FTE Distance Learners 69
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 69
Table 5.1: Percentage of Libraries that Maintain Agreements with Other Libraries to Offer Library Services to Any of the College’s Distance Learners 71
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 71
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 71
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 71
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 72
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 72
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 72
Table 5.8: Percentage of Libraries that Provide Library Access or Services to Students Enrolled in Other Colleges’ Distance Learning Programs 72
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 73
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 73
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 73
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 73
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 73
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 74
Table 6.1: Percentage of Libraries that have an Official Liaison to the Distance Learning Program 77
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 77
Table 6.3: Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Carnegie Class 77
Table 6.4: Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Public or Private Status 77
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 78
Table 6.6: Percentage of Libraries that have an Official Liaison to the Distance Learning Program, Broken Out by Number of FTE Distance Learners 78
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 78
Table 6.8: Percentage of Libraries that have a Full Time Position Largely Devoted to Providing Library Services to Distance Learners 78
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 78
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 79
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 79
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 79
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 79
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 80
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 80
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 80
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 80
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 81
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 81
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 81
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 81
Table 6.22: Percentage of Libraries that have a Specific Disbursement or Line Item in the Library Budget for Distance Learning Programs 82
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 82
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 82
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 82
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 82
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 83
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 83
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 90
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 90
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 90
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 90
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 91
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 91
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 91
Table 7.8: Attitude toward the Library’s Efforts to Cater to Distance Learners 91
Table 7.9: Attitude toward the Library’s Efforts to Cater to Distance Learners, Broken Out by U.S. and Non-U.S. Libraries 92
Table 7.10: Attitude toward the Library’s Efforts to Cater to Distance Learners, Broken Out by Carnegie Class 92
Table 7.11: Attitude toward the Library’s Efforts to Cater to Distance Learners, Broken Out by Public or Private Status 92
Table 7.12: Attitude toward the Library’s Efforts to Cater to Distance Learners, Broken Out by Number of FTE Students at the Institution 93
Table 7.13: Attitude toward the Library’s Efforts to Cater to Distance Learners, Broken Out by Number of FTE Distance Learners 93
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 93
Table 7.15: Assessment of the Information Literacy of the College’s Distance Learners vs. Traditional Students 94
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 94
Table 7.17: Assessment of the Information Literacy of the College’s Distance Learners vs. Traditional Students, Broken Out by Carnegie Class 94
Table 7.18: Assessment of the Information Literacy of the College’s Distance Learners vs. Traditional Students, Broken Out by Public or Private Status 94
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 95
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 95
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 95
Table 7.22: Assessment of the Relationship Between the Library and the College’s Distance Learning Program 96
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 96
Table 7.24: Assessment of the Relationship Between the Library and the College’s Distance Learning Program, Broken Out by Carnegie Class 96
Table 7.25: Assessment of the Relationship Between the Library and the College’s Distance Learning Program, Broken Out by Public or Private Status 96
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 97
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 97
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 97
Table 7.29: Assessment of the Library’s Efforts to Serve Distance Learners 98
Table 7.30: Assessment of the Library’s Efforts to Serve Distance Learners, Broken Out by U.S. and Non-U.S. Libraries 98
Table 7.31: Assessment of the Library’s Efforts to Serve Distance Learners, Broken Out by Carnegie Class 98
Table 7.32: Assessment of the Library’s Efforts to Serve Distance Learners, Broken Out by Public or Private Status 98
Table 7.33: Assessment of the Library’s Efforts to Serve Distance Learners, Broken Out by Number of FTE Students at the Institution 99
Table 7.34: Assessment of the Library’s Efforts to Serve Distance Learners, Broken Out by Number of FTE Distance Learners 99
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 99
Table 7.36: Percentage of Libraries that have Conducted a Formal Assessment on the Reference Needs Specifically of Distance Learners 101
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 101
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 102
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 102
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 102
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 102
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 103
Table 7.43: Percentage of Libraries that have Conducted a Formal Assessment on the Information Literacy Needs Specifically of Distance Learners 103
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 103
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 103
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 103
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 104
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 104
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 104
Table 7.50: Percentage of Libraries that have Conducted a Formal Assessment on the Electronic Reserves Needs of Distance Learning Instructors 104
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 105
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 105
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 105
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 105
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 105
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 106
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 106
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 106
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 106
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 106
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 107
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 107
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 107
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$ 120
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$, Broken Out by U.S. and Non-U.S. Libraries 120
Table 9.3: Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Carnegie Class 120
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$, Broken Out by Public or Private Status 120
Table 9.5: Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Number of FTE Students at the Institution 121
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$, Broken Out by Number of FTE Distance Learners 121
Table 9.7: Mean, Median, Minimum and Maximum Estimated Shipping Costs Accrued Annually by Sending Physical Books, Magazines or Other Educational Materials to Distance Learners, in US$, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus 121
Table 9.8: The Library’s Primary Method of Shipment of Books and Other Documents to Distance Learners 122
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 122
Table 9.10: The Library’s Primary Method of Shipment of Books and Other Documents to Distance Learners, Broken Out by Carnegie Class 122
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 122
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 123
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 123
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 123
Table 9.15: Library Staff Responsible for Satisfying Distance Learners’ Requests for Physical Copies of Books or Articles from the Library 123
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 124
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 124
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 124
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 124
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 125
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 125
Table 9.22: Restrictions on the Delivery of Books, Articles and Other Paper Versions of Intellectual Property to Distance Learners 125
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 125
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 126
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 126
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 126
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 126
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 127
Table 9.29: Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners 127
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 127
Table 9.31: Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by Carnegie Class 127
Table 9.32: Entity that Covers the Cost of Shipping Library Books and Periodicals to Distance Learners, Broken Out by Public or Private Status 128
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 128
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 128
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 129
Table 10.1: Libraries that Provide Remote Assistance to Students in the Use of their Courseware Packages such as WebCT, Blackboard and Others 130
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 130
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 130
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 131
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 131
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 131
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 131
Table 11.1: Access to the Library’s Databases by Distance Learners vs. On-Campus Students 133
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 133
Table 11.3: Access to the Library’s Databases by Distance Learners vs. On-Campus Students, Broken Out by Carnegie Class 133
Table 11.4: Access to the Library’s Databases by Distance Learners vs. On-Campus Students, Broken Out by Public or Private Status 134
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 134
Table 11.6: Access to the Library’s Databases by Distance Learners vs. On-Campus Students, Broken Out by Number of FTE Distance Learners 134
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 134
Table 11.8: Extent to which Copyright Issues Relating to Access, Faxing and Photocopying for Distance Learners are a Problem 135
Table 11.9: Extent to which Copyright Issues Relating to Access, Faxing and Photocopying for Distance Learners are a Problem, Broken Out by U.S. and Non-U.S. Libraries 135
Table 11.10: Extent to which Copyright Issues Relating to Access, Faxing and Photocopying for Distance Learners are a Problem, Broken Out by Carnegie Class 135
Table 11.11: Extent to which Copyright Issues Relating to Access, Faxing and Photocopying for Distance Learners are a Problem, Broken Out by Public or Private Status 135
Table 11.12: Extent to which Copyright Issues Relating to Access, Faxing and Photocopying for Distance Learners are a Problem, Broken Out by Number of FTE Students at the Institution 136
Table 11.13: Extent to which Copyright Issues Relating to Access, Faxing and Photocopying for Distance Learners are a Problem, Broken Out by Number of FTE Distance Learners 136
Table 11.14: Extent to which Copyright Issues Relating to Access, Faxing and Photocopying for Distance Learner are a Problem, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus 136
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$ 136
Table 12.1: Mean, Median, Minimum and Maximum Number of FTE Positions Allotted to Distance Learning Librarianship Among Libraries with Distance Learning Librarianship Staff 137
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 137
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 138
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 138
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 138
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$ 138
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$, Broken Out by U.S. and Non-U.S. Libraries 139
Table 12.8: Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Carnegie Class 139
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$, Broken Out by Public or Private Status 139
Table 12.10: Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Number of FTE Students at the Institution 140
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$, Broken Out by Number of FTE Distance Learners 140
Table 12.12: Annual Salary of the Librarian Dedicated Largely to Distance Learners or who Heads a Distance Learning Librarianship Team or Division Among Libraries with Such a Position, in US$, Broken Out by Percentage of Distance Learners Living More than 50 Miles from Campus 140
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