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Promoting the Library to Distance Education Students and Faculty Can Increase Use and Awareness, but Libraries Should Assess their Efforts

机译：将图书馆推广到远程教育中，学生和教师可以增加使用和提高意识，但是图书馆应该评估自己的努力

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A Review of: Bonella, L., Pitts, J., & Coleman, J. (2017). How do we market to distance populations, and does it work?: Results from a longitudinal study and a survey of the profession. Journal of Library Administration , 57 (1), 69–86. https://doi.org/10.1080/01930826.2016.1202720 Abstract Objective – To determine if library promotion efforts targeted at distance education students and instructors were successful and in line with similar activities at other institutions Design – Mixed: longitudinal and survey questionnaire Setting – Large publicly-funded, doctoral-granting university in the midwestern United States Subjects – 494 distance education students and instructors in 2014 compared to 544 in 2011 and “more than 300” (Bonella, Pitts, & Coleman, 2017, p. 77) professionals at American academic libraries. Methods – In the longitudinal study, the researchers invited all distance education students and instructors who were active in the 2010-2011 academic year ( n = 8,793) and the spring 2014 semester ( n = 4,922) to complete an online questionnaire about their awareness and use of library’s services. Questions were formatted as multiple choice or Likert scale with optional qualitative comments. The researchers used descriptive statistics to compare the responses. Then, the researchers invited library professionals via relevant distance-education and academic library listservs to complete an online questionnaire about how distance education is supported, promoted, and assessed. Free text questions comprised the majority of the questionnaire. The researchers categorized these and summarized them textually. The researchers used descriptive statistics to collate the responses to the multiple-choice questions. Main results – The researchers observed an increase in awareness of all the library services about which they asked undergraduates. Off campus access to databases (92%, n = 55), an online course in the learning management system (78%, n = 47), and online help pages (71%, n = 43) had the highest awareness in 2014 as compared to 2011 when off campus access to databases (73%, n = 74), research guides (43%, n = 44), and online help pages (42%, n = 43) were the top three most visible items. Fewer undergraduates said they do not use the library at all between 2011 (54%, n = 56) and 2014 (30%, n = 18). More graduate students reported that they were very satisfied with the library in 2014 (45%, n = 12) than in 2011 (27%, n = 10). Faculty members were more aware of library services, especially research guides, which had 79% awareness in 2014 ( n = 56) up from 60% ( n = 55) in 2011. Almost half (46%) of faculty member respondents had recommended them to students in 2014 as compared to 27% in 2011. The library professionals who responded indicated that their institutions did not evaluate the success of distance educators and students’ awareness of the library’s services and resources (54%, n = 97) nor the success of any promotional campaigns they may have undertaken (84%, n = 151). Both the respondents (37%, n = 54) and the authors recommended partnering with faculty members as a best practice to promote the library. Conclusion – More libraries should be marketing specifically and regularly to distance education students by leveraging existing communication and organizational structures. Assessing these efforts is important to understanding their effectiveness.
机译：评论：Bonella，L.，Pitts，J.，＆Coleman，J.（2017年）。我们如何向远距离人群推销产品，它如何运作？：纵向研究和对该行业的调查得出的结果。图书馆管理杂志，57（1），69–86。 https://doi.org/10.1080/01930826.2016.1202720摘要目的–确定针对远程教育学生和教师的图书馆推广工作是否成功，并且与其他机构的类似活动保持一致。设计–混合：纵向调查问卷和调查问卷设置–美国中西部的大型公立，博士学位授予大学，学科– 2014年有494名远程教育学生和讲师，而2011年为544名，“超过300名”（Bonella，Pitts和Coleman，2017年，第77页）专业人员在美国大学图书馆。方法–在纵向研究中，研究人员邀请了所有在2010-2011学年（n = 8,793）和2014年春季学期（n = 4,922）活跃的远程教育学生和讲师，完成关于他们的意识和活动的在线问卷。使用图书馆的服务。问题的格式为选择题或李克特量表，带有可选的定性注释。研究人员使用描述性统计数据来比较响应。然后，研究人员通过相关的远程教育和高校图书馆榜单邀请了图书馆专业人员，以完成有关如何支持，促进和评估远程教育的在线问卷。自由文本问题占问卷的大部分。研究人员对这些内容进行了分类，然后按文字进行了总结。研究人员使用描述性统计数据来整理对多项选择题的回答。主要结果–研究人员观察到，他们向大学生询问的所有图书馆服务的意识都有所提高。校园外访问数据库（92％，n = 55），学习管理系统中的在线课程（78％，n = 47）和在线帮助页面（71％，n = 43）在2014年的认知度最高与2011年相比，校外访问数据库（73％，n = 74），研究指南（43％，n = 44）和在线帮助页面（42％，n = 43）是最明显的前三项。更少的本科生表示，他们在2011年（54％，n = 56）到2014年（30％，n = 18）之间完全不使用图书馆。与2014年（27％，n = 10）相比，更多的研究生报告称他们对图书馆感到非常满意（45％，n = 12）。教师对图书馆服务尤其是研究指南的了解程度更高，从2011年的60％（n = 55）到2014年，图书馆的服务意识为79％（n = 56）。将近一半（46％）的教师反馈者推荐了图书馆服务。 2014年对学生的访问量为2011年的27％。回答该问题的图书馆专业人员表示，他们的机构没有评估远程教育工作者的成功以及学生对图书馆服务和资源的了解（54％，n = 97），也没有评估他们可能进行的所有促销活动中的84％（n = 151）。受访者（37％，n = 54）和作者都建议与教职员工合作，作为推广图书馆的最佳实践。结论–应该利用现有的沟通和组织结构，来更多地图书馆定期和有针对性地营销远程教育学生。评估这些努力对于理解其有效性很重要。

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