EFFECTIVE LIBRARY SUPPORT FOR DISTANCE EDUCATION PROGRAMS; STRATEGIES FOR EQUALIZING ACCESS TO LIBRARY RESOURCES FOR ON-CAMPUS STUDENTS AND DISTANCE EDUCATION LEARNERS

CHAPTER ONE

INTRODUCTION

1.1    Background to the Study

The technological revolution brought about by the internet permeates most tertiary institutions and propels the concept of online education in developed and developing countries (Grandi, 2003). Education plays a significant role in shaping developing nations. One of the most essential support systems influencing the quality of education offered is the provision of library and information services and resources. Watson (2003) reports that, “DE has revolutionized and democratized the delivery and accessibility of education and has also changed how critical support services, such as library and information service are provided by libraries”. There is the need to put in place learning support services to aid significantly the distance educational curricula. Among the many learning support services, Cox (2004) underscored that library services always played a major role in expanding distance learning programs in higher learning institutions. Just as library systems provide services to regular students; it is the task of the university libraries to equally make available equal services to distance learners. Significantly, students from main stream benefit from library services such as borrowing library documentary, locate materials using OPAC, search information using research and knowledge commons facilities. Other services include photocopying services, reference services and bibliographic searches (Cann, 2009; Association of College and Research Libraries - ACRL, 2008). Taking a cue from the above, the ACRL (2008) identifies that “every student, faculty member, administrator, staff member or any other member, or any other member of an institution of higher education, is entitled to the library services and resources of that institution, including direct communication with the appropriate library personnel, regardless of where enrolled or where located in affiliation with the institution.  Academic libraries must, therefore, meet the information and research needs of all these constituents, wherever they may be.  This principle of access entitlement, as applied to individuals at a distance, is the undergirding and uncompromising conviction of the Standards for Distance Learning Library Services”. In Europe and Africa, DE has had an effect not only on the discipline of education, but has fundamentally affected library services that support it (Watson, 2006). Mabawonku (2004) posits that an academic library is the centre of operations of any higher learning institution at the same time as promoting the skill of reading/research, inquiry and independent thinking through the provision of resources to support teaching and learning activities. It mostly houses information equipment in a variety of formats such as electronic information sources like CD-ROM, the internet, etc. Library services are essential support services to DE students. Caspers et al. (2001) concurs that distance learning are in agreement that library support is a key element. Niemi, Ehrhard and Neeley (2008) posit that the library requirements of distant learners are not exceptional; they have similar library and information needs as regular students, but in contrast Rowland and Rubbert (2001) reported that the university libraries did not provide for the specific information needs of distance students. Apart from the manner in which library services are accessed, requested and delivered, the same library resources are required, the same questions are asked, and the same quality of service is expected (Rodrigues, 1996); and they expect the same level of library service as that provided to their peers on campus (Riggs, 1997). Though successful direct access is regarded as by flexibility, reliability, availability, user-friendly, portability, efficiency and service ability (Sacchanand, 2002), effective and appropriate services to distance learning communities may differ from, but must be equivalent to those services offered on a traditional campus (ACRL, 1998).  This paper explores the promotion of equal access to library materials such as books to distance learners in the higher learning institution, with specific reference to the University of Ghana, Legon.