AARL

Integrating library services into the elearning environment at Queensland University of Technology

Jenny McCarthy

Abstract: Queensland University of Technology has acknowledged and exploited advances in information and communications technologies to meet changing client expectations. In 1998, the university formulated a Flexible Delivery Policy which has informed the development of a cohesive online learning environment at QUT.

The relatively rapid emergence of this new environment in academia posed a significant challenge to the library in terms of reviewing its traditional role. The library has developed and refocused its services in order to ensure that these services are now integrated with, and supportive of, new teaching and learning initiatives and client needs.

This paper describes some of these service developments and the partnerships the library has forged in their planning and delivery. As well, the paper reports on some recent surveys of staff and students working in the online learning environment. The results of those surveys will inform ongoing service development.

The QUT environment

In recent years Queensland University of Technology (QUT), like most Australian and overseas universities, has responded to advances in information and communication technologies, research on effective teaching and learning strategies and changing client needs and expectations to introduce new and more flexible learning opportunities for existing and potential students. QUT has had a long standing commitment to providing students with a quality learning experience. This commitment is articulated in QUT's Vision Statement[1] which highlights the priority the university accords to teaching and learning.

Our teaching and learning goal is that QUT graduates will be lifelong learners...

Similarly the university's Flexible Delivery Policy,[2] formulated in mid 1998, indicates the university's commitment to nurturing a learning environment focussed on student needs by creation of:

a teaching environment that meets the diverse needs of students by providing ways to give students flexibility in their time and place of study.

To ensure that the university has a clear direction in achieving its vision in respect of student learning, the university has for many years included a university Teaching and Learning Plan as a major element of its strategic planning process. As well, each faculty is required to develop a teaching and learning plan.

QUT library recognised that, for the library to retain its integral role in the delivery of teaching and learning, it needed to respond to the development of a new learning environment by reviewing its own role and services. Key elements of the current Teaching and Learning Plan (2002-2006)[3] which influence library service development include:

• integration of generic attributes into curricula
• enhancing flexibility of QUT's teaching and learning programs in time and place
• backing of flexible delivery initiatives with high quality infrastructure, support and training for staff and students.

Articulating a new role

QUT library has responded to developments in university direction by using its own planning processes to refocus service development. The library's Statement of Purpose, developed in 1999, outlines an approach to service design and delivery based on innovative and appropriate use of technology, supported by face-to-face services.

The QUT library provides dynamic and innovative access to information resources and services. Its educational and resourcing activities are supported by the broad knowledge and skills of its staff teams. The quality of its services is enhanced through partnerships with colleagues and clients.[4]

In the last two to three years there have been developments in every faculty in creating online course content. The university has developed its own software for an online teaching framework, known simply as OLT (On Line Teaching). In early 2001, the library selected a new slogan to encapsulate its role in this new learning environment - QUT Library: Your Partner in Learning. Library services and staff are focussed on enhancing student learning outcomes in a variety of traditional and non-traditional ways. The library continues to develop and expand the range of services available electronically. Liaison librarians work with academic staff to link information directly into online courses. The electronic learning environment has heightened the need to ensure students have a variety of information and technology literacy skills, as well as independent learning skills and the library's role in this area has expanded. However, in spite of dramatic changes in the learning environment, the library recognises that it will continue as a physical entity for the foreseeable future and has been careful to ensure that high quality face-to-face services are retained and enhanced.

Electronic services

Home page

The library's home page[5] provides a structured access point to library services, ranging from the library catalogue, web accessible databases, including a growing number of full text databases, information on accessing and utilising specific services and a self paced information literacy program.

24 x 7 service

This focus for the home page, coupled with the library's increasing number of electronic full text resources which is discussed later in this paper, means that the concept of a 24 hours a day, seven days a week service is becoming a reality for busy students. Usage patterns indicate access to the home page takes place over a 24 hour period, with the graph below indicating that in April 2001 approximately 7 per cent of access occurred between 10 pm and 7 am, the hours in which the library is closed on Monday to Friday.

The 7 per cent figure can be attributed to access from off campus and from on campus 24 hour computer laboratories. The library has no figure to indicate the extent of off campus access. However, a survey of client responses to QUT's Online Services conducted in semester 1, 2001, indicated that 45 per cent of the survey respondents accessed QUT from off site several times a week, with 30 per cent indicating that they connected once a day or more. A survey of external students conducted in semester 2, 2000, indicated that 74 per cent of respondents had Internet access, and that they used this for accessing the library. Both of these surveys are discussed in more detail later in this paper.

This general evidence, combined with anecdotal evidence reported by staff working directly with students at the information desk, in training sessions and via phone-in help desk services indicates that students do value the ability to access information services remotely and at their convenience. This trend does, however, bring with it the challenge to ensure that students are skilled to work independently whilst at the same time they are provided with meaningful and affordable support from the library.

Home page content

A major review of the home page undertaken in 1999 resulted in a redesign which focussed the client on the increasingly 'electronic' nature of information sources and services.

The home page's four main zones are:

Whilst the eLibrary zone might be considered initially the area most used by students, QUT library has placed significant emphasis on ensuring that there is high quality and relevant information in the other three zones - eLibrarian, eLearn and Library Information. Provision of this content in electronic format recognises the abovementioned need for students to be able to utilise services effectively at all times from on and off campus. As well as information on the full range of library services, students are able to renew books and place holds via the catalogue.

The eLearn zone accesses PILOT, the library's web-based information literacy tutorial. Funds for the development of PILOT were provided through the university's Central Initiatives Scheme in 1999. The tutorial consists of a series of web-based modules to develop the basic information literacy knowledge and skills of undergraduate students. PILOT guides students in how to identify their information requirements, find information from a range of resources, effectively search electronic databases and the Internet for information, evaluate and organise information and communicate information using technology such as Word, PowerPoint, e-mail and the world wide web. Its modular format allows for flexibility of use and course integration, and provides access to students studying at any level and in any mode, including flexible delivery and distance learning modes. The generic content has been designed to accommodate all subject disciplines and can be readily integrated into QUT's courses and units as a compulsory or non-compulsory requirement.

QUT library home page

Information resources

The library has set itself on a deliberate path to increase the range of full text information resources available electronically. This strategy will ensure that information resources can be integrated into online courses to enhance learning activities. Preference is now given to purchasing serial titles in electronic format. The library currently holds 55 per cent of its serials in electronic format. Library clients have enthusiastically embraced use of full text databases. Recent advice from CAUL indicates that QUT is the heaviest user of Proquest databases of all CAUL consortia members.

The library is also monitoring developments in the e-book area. Work is currently underway in the Creative Industries and Science disciplines to provide access to full text monographs through the netLibrary service.[6] The netLibrary full text service is seen as a way of providing flexible access to on and off campus students to high demand titles, and complements work being done to make other full text copyrighted material available to clients through the Course Materials Database described below.

In addition to providing access to 'owned' electronic resources, in 1998 QUT library, in collaboration with Griffith University Library, commenced development of the InfoQuest Subject Gateway.[7] This product provided structured access to high quality web resources and some highly relevant print resources which were evaluated for inclusion in the gateway by librarians from both institutions.

In the light of ongoing developments in the management of access to electronic information resources in general, and subject gateway developments nationally and internationally, Griffith and QUT libraries commissioned a review of InfoQuest in early 2000. The service is now being redeveloped to enable multiple access points to electronic resources via a single description record. InfoQuest as an identifiable product will no longer exist. Staff from Griffith University and QUT Libraries will continue to collaborate in the identification and description of relevant web-based information sources. The catalogues of the individual institutions will be the primary access points for web-based information sources. This redevelopment approach was strongly influenced by the acknowledgment of the partner libraries that they needed to be able seamlessly to integrate access to electronic resources with online teaching developments. Web links from online teaching pages to catalogue records will be possible.

Recognising the opportunities for service enhancements that new technologies were providing, QUT library developed an E-Reserve function providing access to full text non copyright or QUT-owned copyright materials via its home page in 1996. With changes to the Copyright Agency Limited (CAL) Licence Agreement for Universities in early 2000, the opportunity arose to expand the E-Reserve service. This project was led by the library's Associate Director (Information Resources) and involved staff from the other Departments within the Division of Information and Academic Services, the university's printery and representative academics. It was undertaken to investigate and recommend a set of policies and procedures which would enable QUT to provide managed and transparent access to copyright materials. The outcome of this project has been the creation of a Course Materials Database. This is a single database providing a primary point of access for students to heavily used digitised course materials.

As mentioned previously, QUT has an online teaching system (OLT) which is used by all faculties for their online teaching activities. In conceptualising the Course Materials Database, it was decided that the most effective access point to the type of material to be digitised would be via the Unit OLT Page. As part of the Course Materials Database project, an OLT Page was created for every unit taught at QUT.

Via this page, students access copyright materials previously held in print in the library's course reserve, unit notes and lecturers' PowerPoint presentations and past exam papers. In the future the database will be expanded to include Course Packs and Readings for units offered externally. The Course Materials Database was launched for semester 2, 2001. Student and academic staff response to the service and its further potential to support online teaching has been overwhelmingly positive. Two weeks after the launch, the database held 4000 documents and had had 250 000 hits.

Face to face services

Staffed service points

Whilst placing considerable emphasis on developing electronic access to information, the library remains mindful of the importance of its human interface, especially following the findings of a series of focus groups conducted with undergraduate students in 1998. These focus groups indicated that students wanted more 'self help' features and services but at the same time placed a very high value on the fact that the library provided a human face and one-to-one service and support.

At a most basic level, the library maintains long opening hours for all four of its branches, typically around 90 hours per week. These include substantial weekend and public holiday hours. For example, Gardens Point Campus library opens from 7am every weekday during semester, and remains open till 6pm on weekends. Statistics indicate that 'after hours' usage is significant. Because of this, the library was able to attract funding to maintain opening hours in spite of other budget cuts across the university. The advent of a third semester has seen opening hours in the December-February period, historically the 'quiet' time for the library, extended to include some week nights and weekends thus supporting QUT's growing number of summer semester enrolments. QUT library maintains a policy of ensuring that the information desks in all branches are staffed by at least one librarian during opening hours.

Client focussed training options

In supporting the university's move to develop a more flexible learning environment for its students, the library has reviewed the times when some of its traditional 9am-5pm, Monday to Friday, services are offered. Orientation and information literacy classes are two areas where the library has responded to client demands regarding timing of activities. As well as continuing to offer these activities at the traditional times, information literacy classes are now held in the evenings. In 2001, weekend information literacy classes were introduced. This initiative was encouraged by an earlier initiative in 1999 when, in conjunction with the other departments within the Division of Information and Academic Services, the library initiated a weekend orientation activity for external students which focussed on development of computer skills, information skills and learning skills. Such was the success of the activity that it quickly expanded in both content and audience. In 2000, the program, offered at the commencement of both semesters one and two, expanded to include sessions delivered by student administration, was offered over two days and was opened to part-time students. From 2001, the program became an official part of QUT's overall orientation program, the Division of Information and Academic Services continuing to lead its planning and delivery. The program has been refined over the three years to reflect participant feedback. Over 400 students attended the semester 1, 2001, activity. Given that attendance at information literacy classes offered on weekdays has also increased by approximately 25 percent over the last two years, the library has a clear indication that its clients value face-to-face instruction and wish to be offered a range of time options in which to attend such courses.

Learning partnerships

As well as these face-to-face services provided directly to students, the library maintains a liaison librarian service, with each faculty having one or more designated liaison staff, depending on faculty size. Liaison librarians are in constant contact with academic staff. Traditionally they have provided advice on library policies, services and technology, support for research and selection of resources for the library's collections.

However, the university's move to develop an online presence for every unit taught at QUT, the identification of information literacy skills as one of a set of generic skills for all QUT graduates and the potential of the library's electronic information service development to link information directly into online courses, has provided liaison librarians with the opportunity to expand their role through forming partnerships with academic staff in the development of curriculum.

For several years, the university has utilised a scheme of teaching and learning grants to seed innovation in the development and delivery of QUT programs. Library staff, in conjunction with other members of Divisional Liaison Teams, provide advice and support to faculties in preparing grant submissions and in the development of projects resulting from successful grants. One recent project involved an Education faculty liaison librarian working with faculty staff in the Teacher-Practitioner Attributes Project, which informed the review of the Bachelor of Education degree. The library provided specific advice on the inclusion of information literacy skills as one of the essential attributes of a newly graduating teacher. Library staff are working with a number of teams set up by the faculty to undertake the redesign of the curriculum.

In another project within the faculty of Law, a liaison librarian has been seconded for twelve months by the faculty to work with academic staff on a project to develop a framework for embedding an integrated and incremental approach to developing generic skills within core units in the Bachelor of Law and Bachelor of Justice Studies curricula.

As well as these funded project activities, liaison librarians are working closely with academic staff in all faculties to integrate information skills and concepts into the curriculum in a number of foundation units. Some of these include:

• A compulsory first year unit within the Faculty of Arts entitled Applied Skills and Scholarship. This unit focuses on the development of a number of generic competencies, including information literacy. Library staff teach six topics over a three week period.
• A compulsory first year undergraduate unit within the Faculty of Information Technology, and an equivalent compulsory unit for postgraduate coursework students, which covers areas such as basic technological and Internet literacy, study skills and academic literacy and information literacy skills and concepts.
• A compulsory first year unit in the Faculty of Built Environment and Engineering for Bachelor of Engineering students, again covering information literacy skills and concepts. Interestingly the content of this unit reflects recommendations of the Institution of Engineers, Australia, in respect of course content.

These activities indicate a growing awareness at QUT of the need to equip students with independent learning skills to enable them to work in QUT's new learning environment. The role of the librarian in this area is being recognised. In a recent survey of academic staff, conducted by the Division of Information and Academic Services and focussing on working in the online environment, satisfaction with the support given by librarians to academics was rated the highest of ten support services offered by the university, including help desks, faculty based IT support and administration support.

Academic staff development

In an extension of the concept of working in a learning partnership, library staff also participate in the delivery of staff development programs for academic staff. The university provides a range of programs for academic staff. Responsibility for development of these, and co-ordination of delivery, rests with the Teaching and Learning Support Services Department. In recent years, library staff have made significant contributions to programs for new and part-time academic staff, as well as for all ongoing academic staff. This involvement enables the library to work with academics in developing skills and knowledge about library services, especially the many new electronic services and the role of the librarian in the integration of information literacy skills development in both face-to-face and online course delivery.

Library staff development

Underpinning the initiatives the library has taken to support the university's move to a flexible learning model has been the library's emphasis on ensuring its staff has the knowledge and skills to work in this environment.

At the most basic level, the library has always placed emphasis on the development of relevant information technology skills in its staff. The library has an Information Skills Matrix which identifies information technology skills required by various categories of positions throughout the library. During the annual performance planning and review process, supervisors work with staff to identify information technology (and other) training needs. Meeting the demand for information technology training is a significant challenge for the library, given the need for virtually every staff member to have a range of information technology skills. In 2001, an external training company was engaged to progress many staff through the full suite of Microsoft packages. In addition, the university has recently made a decision to trial the Smart Force Integrated E Learning Solution, which will provide all university staff with access to self paced training in all Microsoft products. The library will participate in the trial, using the self paced product to supplement its face-to-face training. In the very early stages of university activity to develop a more flexible learning environment, the library recognised the need for its staff to become both aware of the new directions in delivery being planned by the university, and to develop the skills which would enable them to work with academics and instructional designers in the changing teaching and learning environment.

In July 1998 one day of the library's planning retreat, attended by approximately 30 staff including senior staff, section heads and staff representatives, was devoted to exploring issues and opportunities for the library in the new teaching and learning environment. The workshop was supported by Divisional colleagues in the Teaching and Learning Support Services (TALSS) Department. The TALSS Director provided a keynote address. Practical activities engaged staff in working in a scenario situation developing a tender document for a library service for a new training consortium which engaged in global online teaching activities.

One of the significant outcomes of the day was to bring a large number of key library staff to a common level of understanding of the reasons why the university was moving to develop a new learning environment, and what this meant for the library, at an early stage in the university's transition process. Needless to say another outcome of the workshop was the identification of the need for continuing and more specific staff development activities for staff, particularly liaison librarians, who would need to work with academic colleagues in the development of online course materials. Fortunately, some of these development needs coincided with similar needs amongst academic staff. The university Staff Development Program developed and delivered by TALSS provides many opportunities for staff to participate in such activities including addresses by external and internal speakers and workshop activities. Perhaps the most significant staff development activity undertaken by the library was that which addressed the need for librarians to be able to take on a new role by working effectively in course development teams. During June and July 2000 liaison librarians undertook a QUT adaptation of the UK EduLib[8] program. Briefly, the aims of the EduLib program were to:

• identify and articulate the pedagogical and practical knowledge and skills required to teach effectively in a tertiary environment
• provide librarians working in a higher education institution with the skills and capabilities to enable them to execute their education and training roles, and to communicate effectively with diverse client groups
• foster within a higher education library community a professional culture which recognises that, with the increased and expansive influence of technology upon education, professional roles will change and that librarians now require specialised training in teaching methods and staff development skills.

The program consisted of nine half-day modules, with topics including understanding learning, teaching methods, working with students from diverse backgrounds, planning, presentation skills, and evaluation. Staff who participated generally felt that the program had provided them with new and enhanced knowledge and skills.

Since completion of the EduLib program, a number of liaison librarians have enrolled to complete a Graduate Certificate in Higher Education program which will further improve this understanding.

Client feedback

QUT online services survey

The move to flexible delivery at QUT has seen students in almost every course experience significant changes in their learning environment and activities. Online course enrolment, online tutorial enrolment, online lecture materials, e-mail correspondence with lecturers and fellow students, chat rooms for course discussion and the above mentioned electronic library services mean that student learning is now inherently dependent on information and communication technologies. In semester 1, 2001, the Division of Information and Academic Services, of which the library is one department, conducted a survey of student responses to QUT's Online Services. The survey itself was conducted online, via each student's Personal Profile web page. The aim of the survey was to gauge:

• usage and satisfaction with a selection of key services provided by DIAS
• client interaction with QUT's e-environment.

Whilst the survey data are still being fully analysed, initial findings are of interest. Some 39.43 per cent (n = 8 383) of students responded to the survey, with 54.1 per cent indicating they were 'more than somewhat satisfied' with QUT's Online Services. Of these, 59 per cent indicated they spent between 2 and 10 hours online each week, and 58.7 per cent indicated they were 'more than somewhat confident' using online services. Nearly half the respondent, 45 per cent, indicated that they accessed QUT from off site several times a week, with approximately 30 per cent indicating that they connected once a day or more frequently.

The survey provided an opportunity as well for students to provide free text comments. The survey administrator was overwhelmed by the number of respondents who took the opportunity to do so. Major themes from feedback pertinent to this discussion include:

• You're doing a good job, just keep it up
• Dial in problems
• More computers, more labs
• Make everything faster!!!

The survey was designed to gain information on online services at a broad level. However, in the analysis of usage of services, some data of specific relevance to the library were collected. Approximately 60 per cent of respondents used the library catalogue once a week or more, and approximately 50 per cent used library databases once a week or more. Over 60 per cent of respondents indicated that the catalogue and databases were very important to their experience as a student. Over 50 per cent were very satisfied with the catalogue and over 40 per cent were very satisfied with the databases.

Coupled with some free text comments, these data will provide the library with the basis on which to explore in greater detail issues of use and satisfaction with some fundamental services. Clearly, and perhaps not surprisingly given the variety and complexity of databases now available, QUT students are finding use of databases difficult. At first analysis, it would appear that simplification of access and search strategies coupled with increased training and self help facilities for databases is required.

Use of support services to assist when experiencing difficulties in using online services was explored in the survey. Here, 35 per cent of students never, or rarely, used information on various university web pages to help them when they experienced difficulties, and 45 per cent never or rarely used the printed information available. Similarly, 40 per cent never or rarely asked the library information desk for assistance with online problems. However, of the students who did use these services, over 90 per cent were either somewhat to very satisfied with the information or personal assistance received. These data, coupled with previously mentioned statistics regarding out of hours access to the library's home page, indicate that refinement and promotion of the range of help services available to students is an area for future work.

Faculty of Arts flexible delivery survey

The university has also undertaken surveys of specific student groups in order to gauge student experience in the electronic learning environment. A 2000 survey in the Faculty of Arts, with a particular focus on the experience of equity group students, indicated that many of these students were unclear about what flexible delivery meant, and, as a result, some had unrealistic expectations. The survey also indicated that whilst the majority of students valued a learning environment supported by information and communication technologies, they would also like to improve their technology skills. One in five of the students surveyed reported low confidence and lack of skills in using computers.

Recommendations resulting from this survey included:

• the need for the university to make more explicit to potential students the IT skills they would need to study at QUT
• the need for effective, appropriate and convenient initial and ongoing training and learning support for all students.

The results are perhaps not surprising in that they confirm issues raised by library staff dealing directly with students. The demand for training and support for students working in the new learning environment is demonstrated in the findings of the survey and is confirmed by the increase in attendance at the variety of training sessions offered by the library.

Library services for external students

Approximately 5 per cent of QUT students are enrolled externally. The library provides a comprehensive mail out service to external students living outside the Brisbane metropolitan area. As well as lending requested materials, library staff conduct catalogue and database searches in response to requests for information on nominated subject areas. Students living in the metropolitan area are required to use the library in person. An extensive website for external students is maintained in the library's home page. A printed guide to external library services is mailed to non-metropolitan students each year.

A survey of external students was undertaken in semester 2, 2000, to assess student satisfaction with the existing service and to identify areas where services might be enhanced. The survey indicated that 87 per cent of respondents had access to a computer at home, and 74 per cent had Internet access. These are pertinent data in that QUT external courses are print based and access to a PC is not mandatory for participation in external courses. However, 64 per cent of students indicated that they used their Internet connection to search for web resources. Other high use online activities included searching the library catalogue (54 per cent), searching databases (51 per cent) and accessing online course content (43 per cent).

Students were asked to indicate from a list of seven areas of study skills those with which they would like additional assistance. Of respondents, 52 per cent indicated that they would like help in searching databases, 26 per cent in using the Internet and 26 per cent with study skills and assignment writing. There was no significant correlation between attendance at the external and part time students' orientation program and these self reported needs.

Whilst the above face-to-face orientation program is attracting some external students, it is recognised that these are likely to be mainly metropolitan external students. The survey indicates that remote students do have online access to the library and do need assistance in developing a range of information literacy and study skills. Obviously any online programs developed to support remote external students would be of relevance to all students working in the online learning environment.

Current projects

Independently of the findings of these recent surveys, QUT library has attempted to focus strongly on ensuring that existing and new services are relevant, appropriate and transparent for clients.

Integrated learning support

As discussed above, significant effort has been directed towards offering information literacy and orientation activities at times when students can attend. Equally as important is the work that has taken place with other areas of the university in developing content for orientation programs. For several years, the library has worked closely with the Teaching and Learning Support Services Department to deliver a student orientation program which covers basic library skills, eg physical layout and services, information literacy skills, learning skills and computing at QUT (passwords, dialing in, e-mail etc). However, feedback from students has indicated a degree of overlap and repetition in activities offered leading to subsequent confusion on the part of students as to what they should attend.

The Pro Vice Chancellor (Information and Academic Services) has established a divisional working party to review overall learning support provided by the Division of Information and Academic Services. The goal of the project is to design, implement and evaluate an integrated student learning support curriculum, incorporating elements of academic literacy, information literacy and technological literacy. The curriculum is likely to involve a combination of face-to-face delivery and print and web-based learning resources.

The work of this group will be informed in part by evaluation of the most recent External and Part Time Students' Orientation Program. This two day program was revised for delivery, with a view to providing a one day session incorporating a more focussed program covering the three literacies mentioned previously, leaving the second day as time for 'hands on' activities for students who wished to participate. At the same time, development of the print and web-based learning resources will support remote external students unable to attend on campus programs.

Information Literacy Skills Reinforcing and building on its work in orientation is the work the library is undertaking to integrate information literacy skills into curricula. The university has recognised the need for students to develop independent learning skills in order to work within the electronic learning environment, and to ensure that they graduate with lifelong learning skills.

Early in 2001, the university's Teaching and Learning Committee endorsed the library's Information Literacy Framework and Syllabus. This document provides a model and strategies to guide faculties in developing and evaluating information literacy initiatives in terms of students' learning outcomes, curriculum structure and assessment. In a message to staff commending the Framework document, the Pro Vice Chancellor (Information and Academic Services), Tom Cochrane said:

Library professionals have considerable expertise in this area and provide comprehensive support regarding the ongoing planning, development and implementation of teaching and learning initiatives as they relate to information literacy. They contribute to the development of innovative teaching and learning environments by collaborating extensively with individual academic teaching staff, project teams and course co-ordinators across the university to redevelop curricula to develop the information literacy knowledge and skills of QUT students.

All efforts must be made to engage library professionals in the ongoing planning, development and implementation of teaching and learning initiatives, particularly as they relate to information literacy.[9]

The document has been well received by faculties and is informing much of the curriculum review work currently being undertaken and described above.

Appropriate use of technology

The library is currently undertaking work to refine its virtual services in response to client feedback. These include:

• A review of the library's home page, including the establishment of a Library Web Governance Group which will have ongoing responsibility for the co-ordinated development of the library's website
• A trial of a Virtual Reference Service, piloting an interactive network delivered service to a discrete and small client group
• Investigation of single interface and linking solutions to provide seamless access to the library's online databases and journals

These initiatives and others to be defined as a result of the surveys undertaken will assist students studying in QUT's flexible learning environment.

Conclusion

QUT has committed itself to providing its students with greater flexibility in their time and place of study, as well as to ensuring that its students graduate with lifelong learning skills. QUT library has focussed its service developments to ensure their ongoing relevance to the university's vision. In doing so the library has had to reconsider its traditional role as an information provider in a print based face-to-face teaching environment.

The opportunities afforded to the library by new technologies, particularly in respect of electronic information service developments, have been fundamental to its strong support for and integration with online teaching initiatives. Librarians are increasingly working in partnership with academic staff to link information directly into online courses and in doing so to integrate the development of information literacy skills into curricula. However, the library has been mindful that students do value face-to-face contact and personal support. The library maintains long opening hours and continues to provide face-to-face training activities at a range of times to meet student needs.

One of the significant challenges the library has faced in developing services relevant to the electronic learning environment has been that of ensuring that all of its staff have the appropriate mix of personal and professional skills. An increased focus on staff training and development has been and will continue to be essential to ensure a competent and comfortable transition to new roles for many staff.

In this rapidly changing learning environment several areas of QUT have sought by formal surveys to gauge student satisfaction with services specifically aimed at supporting QUT's flexible delivery initiatives. These surveys indicate that students are aware of the advantages of working in the online environment and do use information and communication technologies to facilitate their learning.

However, the range and complexity of skills and services students need to work effectively in the new learning environment are only now being fully identified. The challenge for QUT library, and all university libraries, is to work with academics, information technology specialists, educational designers and students to develop and deliver relevant programs and services.

Notes

1. Queensland University of Technology QUT's Vision http://www.qut.edu.au/chan/pr/planning/StratPlan/vision2.PDF
2. Queensland University of Technology QUT Policy on Flexible Delivery http://www.qut.edu.au/chan/odvc/flexpol.htm
3. Queensland University of Technology Teaching and Learning Plan 2002-2006 http://www.qut.edu.au/chan/pr/planning/StratPlan/02-06/t&l02-06pln_stgFINwww.PDF
4. Queensland University of Technology Library Future Directions for QUT Library Brisbane QUT Library 1999 p1
5. http://wwwlib.qut.edu.au
6. http://www.netLibrary.com
7. http://roads.itc.gu.edu.au: 8880/
8. http://www.tay.ac.uk/edulib
9. Queensland University of Technology Learning for Life: Information Literacy Framework and Syllabus Brisbane QUT Library p3

Jenny McCarthy, branch library manager, Kelvin Grove Campus, Queensland University of Technology, Victoria Park Road, Kelvin Grove Qld 4059. j.mccarthy@qut.edu.au.nospam (please remove '.nospam' from address).