Changing concerns in distance education for teacher-librarianship

Abstract

This article examines the concerns of instructors and students in two distance learning programs in teacher-librarianship: a new program at the University of Alberta in Canada, and an established program at Charles Sturt University in Australia. Instructors and students in the new program were concerned about the issue of equivalent standards, but this was not a meaningful question for those in the established program where distance education was a way of life. The issues raised by instructors and students in established programs included credibility, costs, equity, practicality, student community, and student support. The article concludes with a discussion of five major themes common to the new and established programs: changing pedagogy; maintaining credibility; cost/benefits for students; cost/benefits for instructors; and benefits of collaboration.