Editorial.

My teaching career is nearing its end at the beginning of an education revolution. For over thirty years as an English instructor, I used reams of paper; now I use none. For over thirty years, my students would have to wait until my office hours to converse with me; now they send me e-mails night or day, or we meet in a course chat room. For over thirty years, I would make arrangements for guest lecturers to come to my classes to speak to my students; now I invite them to join us online. There have been many substantial improvements in education because of "Online Learning."

That is the segment of this Winter issue of Academic Exchange Quarterly I have had the pleasure of overseeing as Feature Editor. Using online components of hybrid, blended, or fully online courses has enriched instruction. As Beth Lindsay of Washington State University points out in her article, "... online courses ... improve interaction and student performance within a traditional class setting."

There is no doubt of this in my courses, whether online or traditional. In my composition classes, students send me essays within MS Word attachments. I correct them by using Word's "Tracking" feature and then return the essays to the students. In my literature classes, I require the students to post weekly e-mail analyses to the course listserv or to our course management platform (we use Blackboard at my university). Paper has been replaced by virtual communication. Communication between my students and me has been increased.

I have invited guest speakers to appear online to discuss their differing points of view, and the students (and the speakers) have enjoyed the format. No one has had to travel, to cancel classes to go somewhere, to ask for travel and accommodations money, or to inconvenience oneself. The ease by which online and traditional courses have been enriched is astonishing.

The articles contained in this issue reflect the diversity and ingenuity of colleagues engaged in "Online Learning." I am always impressed by the ideas and methods used by teachers who are willing to try new technology to help their students learn. This winter issue of Academic Exchange Quarterly is rich with pedagogical concepts and research into such learning. I hope you enjoy it as much as I have in helping to put the issue together.

Ben Varner

Professor of English, University of Northern Colorado 

Information Literacy: Focus on Pedagogy, Technology and Collaboration Although courses in information literacy are becoming more common in library and information science programs, a number of librarians without having any training in the area find themselves beginning jobs that include teaching duties. Even if coursework in library instruction or information literacy was available, new librarians may not have gained practical experience. In "Trial By Fire," Angie Gerrard and Jessica Knoch describe a formal team-teaching program which gives librarians new to teaching a more comprehensive on-the-job training experience.

New and seasoned instructors will benefit from the articles contributed by Robert S. GNelson and Karen Hertel. Nelson discusses the benefits of implementing dramatic elements into instruction, to view instruction as performance. Hertel offers strategies for helping students with the steps that are often overlooked, or are assumed to be under control by the library instructors: selecting and narrowing a topic.

Advances in technology continue to impact the reach and delivery of instruction. Glenda Phipps and Thomas Peele describe a project using chat software to deliver synchronous online instruction, while Suzanne Byerly and Michael F. Russo both explore online instruction. Byerly describes the use and assessment of an online tutorial used in conjunction with first-year English composition, while Russo discusses the assessment of an online credit course.

Infusing information literacy throughout the curriculum continues to be a topic of great concern. Seven articles in this issue discuss collaborative efforts between librarians and teaching faculty to deliver information literacy programs to at-risk students, to specific disciplines, and to general education programs.

Information literacy continues to be a top concern for many public services librarians, and it is being increasingly recognized as a priority by teaching faculty across the disciplines. These articles should provide a range of theoretical applications and practical solutions for both librarians and teaching faculty as they plan, implement, assess and revise information literacy programs to serve their communities.

Elizabeth Blakesley Lindsay

Head of Library Instruction at Washington State University