Connecting distance learning communities to research via virtual collaboratories: a case study from library and information science

Abstract

This case study reports on patterns of participation in a virtual collaboratory organised around goals associated with the involvement of graduate students in research and writing projects. Traditionally, distance learning classrooms have been devoted to teaching content matter (in a virtual context) yet this case study reports on the use of synchronous learning contexts to support research and professionalisation on the part of graduate students in library and information science. Focus is placed on discussing virtual collaboratories as a form of learning design that modifies the use of existing (synchronous) distance learning classrooms.

Keywords:

• collaboratory
• design
• learning
• synchronous
• writing
• distance learning
• graduate education

Acknowledgements

Many thanks to graduate student Stacey Nordlund for her assistance in preparing group meeting minutes and to all of the participants in the DRW. The author is grateful for continued support from San Jose State University’s School of Library and Information Science.