Abstract:
This study investigates the low student use traditionally made of libraries. It focuses on one particular degree programme at a distance education institution by analysing assessment practice and how that might constrain or encourage library use. The study is based on earlier syllabus studies conducted by Rambler (1982) and Lauer et al. (1989), but focuses on actual assignments as provided to students in printed course material. Any assessment information that implied library use was tabulated and allocated a library use scale according to the extent and sophistication of information use demanded of the student. This study extends those previous by conducting a focus group interview with librarians most substantively engaged in providing students with library support. This served the dual purpose of raising awareness of the experience of librarians in supporting learning, and testing the extent to which they were able to validate or illuminate the quantitative course analysis findings. Results demonstrate the value of examining a programme of study in its entirety for consistency and coherence on what may be termed generic skills. While library use and broader information skills were encouraged by courses, gaps and inconsistencies in integrated library skill development were identified through the assessment analysis, and students were found to lack understanding and practise. The study has financial implications as well as identifying ways in which librarians, course design and faculty can work together to maximise and/or rationalise the integration of library use in courses.
