Virtual libraries are organized collections of digital information. They are constructed collections organized for a particular community of users, and they are designed to support the information needs of that community (Saracevic, 2000). Virtual libraries can offer resources from many sources, and in many formats, including audio and video. The items in these virtual collections do not have to reside on one server, but they share a common interface to assist the user in accessing the collection. The emphasis in virtual libraries is on organization and access, not on physical collections (Baldwin & Mitchell, 1996), and the design determines the type of learning that the virtual library supports. School libraries can exist in two different spaces, a physical space and a virtual space. Each space enables different activities, and serves different purposes for learning (Bruce & Leander, 1997). Many libraries exist only in only one space, while others maintain a hybrid space, both a physical and virtual space, in recognition of the distinct information uses and learning activities that can occur within each environment. All libraries, whether virtual and physical, create an environment for learning (Abram, 1999). This paper will explore the advantages of virtual libraries for student
learning, the types of learning that can be supported in virtual library
environments, the importance of design for enabling different types of
learning, and the concerns with virtual libraries.
Marchionini and Maurer (1995b) saw libraries serving three roles in learning:
Libraries, both physical and virtual, support various types of learning:
Much student learning, however, is not formal learning; it is informal
and opportunistic (Marchionini and Maurer, 1995b). This self-paced and
self-directed learning is an ongoing process of acquiring, utilizing information
and creating meaning for an individual learner's interests (Fischer &
Scharff, 1998).
Virtual libraries provide immediate access to a range of resources not available in physical collections. Virtual libraries allow unprecedented access to information and ideas (Neuman, 1997). “A paradigm shift takes place from libraries as collectors of items to libraries as facilitators of access to all kinds of information, provided by anybody, located anywhere in the world, accessible at any time” (Grothkopf, U., 2000, Libraries on and off the Web section, para. 2). While physical libraries operate with designated hours, virtual libraries are available anytime and anywhere there is an Internet connection. Virtual libraries especially those with customized collections, facilitate just-in-time learning (Riel, 1998), learning when it needed for a particular task or purpose. Just-in-time learning can be independent of time and place (Riel, 1998; Weinberger, 1997). School with virtual libraries can make resources available just in time for specific assignments. Virtual libraries offer opportunities for learning that are not possible in their physical counterparts. Virtual libraries complement other virtual learning environments, such as those provided in distance education and courses offered online, and like virtual learning environments, they provide flexibility of time and place (Roes, 2001). Virtual libraries often contain more up-to-date information than physical collections. Their sources can be searched more efficiently than those in physical libraries, and the information they contain can be updated more frequently (Neuman, 1997). Well-designed virtual library collections are organized and managed to increase productivity and efficiency of the user (Saracevic, 2000; Schamber, 1990). Virtual libraries empower the user and promote informal learning. Marchionini and Maurer (1995a) saw advancing informal learning as the most important change created by virtual libraries. Virtual libraries, which are customized for the learning needs of particular users, either schools, classes, or individuals, enable just-for-me learning (Riel, 1998). Just-for-me learning can be tailored to individual learning styles, preferences, and other learning characteristics of the learner or community of learners. Neuman (1997) recognized that any library must have a range of resources
to meet the information needs of different users, and she saw the variety
of formats and methods of navigation that can be used in virtual libraries
to be one of their greatest strengths. Resources in a virtual library can
be organized so that sources for a particular group of users are easily
identified. Virtual libraries can be customized for particular schools,
grades, and subjects. This variety of formats in presentation and navigation
is quite different from that of a physical library. Marchionini and Maurer
(1995a) pointed out that virtual libraries could support specific communities
of interest, thus, creating global communities of learners.
Virtual libraries have the ability to transform practices and values
for those who work in schools and libraries because of the processes that
are enabled through virtual resources (Bruce & Leander, 1997). However,
Bruce and Leander were concerned that the people who work in libraries
might transfer values embedded in physical libraries to virtual libraries,
thus preventing this transformation from occurring. Marchionini and
Maurer (1995a) also saw the possibility of changed practices in libraries
because of virtual libraries, and believed that virtual libraries offered
the potential for users to become authors and publishers as well as readers
in this online environment, blurring the line between reader and author.
This opportunity rarely presents itself in physical libraries. McKenzie
(2000), too, saw the potential of virtual school libraries for changing
learning practices, and called on media specialists in schools to build
a different type of library collection in virtual libraries, a new vertical
file of student-created art, photography, oral histories, local histories,
and local survey data on the school server, which would be used to support
the local curriculum and compensate for the inadequacies and inefficiencies
of commercial clip art and the lack of local resources on the Internet.
These locally-produced materials change the nature of library collections,
and can influence the type of learning they support.
Digital libraries are not just storehouses of information; they should be aids in question-asking, information-gathering, information-organizing, information-analyzing, and question-answering processes of users (Borgman, Gilliland-Swetland, Leazer, Mayer, Gwynn, Gazan, et al., 2000). According to Neuman (1997), there are two very different types of learning
contained in the phrase "learning and the digital library”.
Knowing the purpose of the virtual library, the users that access it, and what they do with the information from this space make it easier to understand the type of learning that is supported in this virtual space and whether the learning within that space is successful. Neuman cited numerous studies to demonstrate how virtual libraries are a venue for higher-level thinking skills and higher-level learning, such as problem solving, decision making, critical thinking, or creative thinking. Higher level thinking skills, as described by Marzano (1992)), included comparing and contrasting, classifying, induction, deduction, abstracting, analyzing perspectives, decision making, problem solving, error analysis, investigation, experimental inquiry, systems analysis, invention and constructing support (Marzano, 1992 In Lockett & Kuehl, 2001). Virtual libraries are constructed environments, and the way they are constructed influences how they will be used, to what extent they will be used, and the type of learning that can take place in that environment (Jasinski, 1998; Saracevic, 2000). Virtual libraries are usually constructed following the individual learning model (Riel, 1998). This model allows access to material, and enables just-in-time and just-enough learning (Jasinski, 1998). The term just-enough learning comes from the business world where customized training provides just enough information or learning in order to complete a particular task and is a common term in e-learning. Just-in-time learning offers just enough information to solve a current problem without the distraction of additional information. This type of learning is made possible through the presentation of carefully selected resources. The design of virtual libraries can help learners address the concept of enough, an important idea in an environment of information abundance. Kulthau (1999) described the importance of determining when enough information was found when searching for information. Although it is important for information seekers to continue the information search process until they are successful in locating information, they also need to know when they have enough information to begin presenting it. Customized virtual libraries, with preselected resources on different topics, can help learners from becoming overwhelmed by the large number of resources available on a topic. Much of the learning that occurs in physical school libraries is collaborative, not individual, involving students interacting with resources and each other, as well as the teacher and teacher-librarian. Virtual libraries can be constructed to facilitate collaboration among learners either synchronously( real-time), or asynchronously. They can also incorporate instruction, provide tutorials, and offer reference service or assistance by email or in real-time. Borgman, Gilliland-Swetland, Leazer, Mayer, Gwynn, Gazan, et al. (2000) saw the difficulty in evaluating the success of virtual libraries for learning because of their "richness, complexity, and variety of uses and users" (Evaluating Digital Libraries section). They explained one way of determining the success of these virtual libraries in improving student learning was to observe whether these library helped achieve pedagogical objectives in teaching and learning. Borgman et al. were able to determine that the users of the Alexandria Digital Earth Prototype Library met the four skill sets required in answering geographic questions, while users of this library experienced user satisfaction, efficiency of learning and a reduction in short-term memory load (Borgman, Gilliland-Swetland, Leazer, Mayer, Gwynn, Gazan, et al., 2000). The European SchoolNet Virtual Library did not fare so well in its evaluation.
The experts who evaluated this library described it as average “due to
its lack of interactivity, pedagogical objectives, general structure, and
language barrier” (Piguet & Peraya, 2000, Redefining the Virtual Library
section, para. 1), and did not view it as particularly innovative in either
its conception or delivery. Piguet and Peraya saw the existing virtual
library as an extended reference source, and recommended a new approach
to the design of virtual libraries. They called for a virtual library
that would consist of two sites: one would contain all the reference material
and act as a resource area for teachers and students, and the second would
be a virtual workplace where students and staff could share ideas.
Virtual libraries require connectivity. If there is no Internet connection, the virtual library is inaccessible. Although Internet use is becoming more widespread, there are still many people who do not have Internet access (CyberAtlas staff, 2002). The term digital divide has been applied to describe the gap between those people with access to the Internet and information technology tools and those without (“Digital Divide Basics”, 2002.). However, connectivity is not the only concern with the use of virtual libraries. Even if students have access to virtual libraries, will they possess the skills to access and utilize this information effectively? Hargattai (2002) noted considerable difference in people’s online skills in locating particular information, and used the term second-level digital divide to describe the group of people who had access to the Internet, but lacked the skills to utilize the information that was available effectively. Virtual libraries still require skilled professionals to organize, maintain, and help students reap the benefits of this virtual learning environment. "The power of Internet resources remains latent to those without the skills to use them" (Ryder & Wilson, 1996, Timeliness of Holdings section, para. 3). Although some virtual libraries are lists of Web sites and require little Internet searching ability, other virtual libraries demand the knowledge of Boolean searching and advanced searching skills to realize the potential of the database. Fitzgerald (2001), in her study of high school students' use of Galileo, the state of Georgia's virtual library, observed that students had trouble making effective choices when confronted with multiple databases, that they had difficulty with effective searching, and were often unable to determine whether articles they located were relevant for their needs. Ryder and Wilson (1996) recognized that virtual spaces require scaffolding and coaching. “Who are the librarians in this virtual library? Who will provide the scaffolding and coaching for the unskilled researcher? ... Who will classify the knowledge and information? The tasks don't go away in the virtual environment ” (Timeliness of Holdings section, para. 4). The teacher-librarian is needed more than ever in this virtual library guiding students in their selection, evaluation, and use of the many electronic options. There are other issues of a more technical nature that impact on the learning potential of resources available in virtual libraries. Storage of digital information is relatively new and the many of the long-term storage issues have not been settled: the permanency, or lack thereof, of digital information; archiving digital information to make it accessible in the future; and the long-term maintenance costs of information in digital format (Greenstein, 2000). Virtual libraries have increased the number of resources available to
library users, but, often, many of these resources would not be materials
that the library would ordinarily add to their collections. This is particularly
true with online periodical databases available on a subscription basis.
When libraries purchase online databases, collections are no longer tailored
for a particular community of learners. Fister (2001) described the “oddball
mix” of periodicals that come with a periodical database subscription such
as EBSCOHost or Infotrac: “news magazines, junk business newswires, the
contents of the sort of magazines you can buy at your local grocery store,
and an assortment of scholarly journals” ( 11), and explained the difficulty
students face in selecting quality material from such a mix. The
need for instruction in use and evaluation of resources doesn’t disappear
in a virtual environment.
Virtual is "a place, not a format" (Abram, 1999, Trend 6 section), and many people spend a lot of time in this virtual place (CyberAtlas staff, 2002). Teenagers, in particular, prefer the Internet as an information source to traditional print sources (Lenhart, Rainie, & Lewis, 2001; “Young Canadians”, 2001). The mere presence of virtual libraries, however, does not cause learning to occur. It is how these libraries are utilized by students and teachers that will enable learning. Virtual libraries present a new paradigm for learning in school libraries.
They have the ability to transform the relationship between learners and
resources, facilitating both formal and informal learning. With careful
design and the support of skilled information professionals, virtual libraries
can provide powerful environment for student learning.
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