Distance education, off-campus instruction, distributed learning programs -- such terms are occurring with increasing frequency in academic literature. Such programs have expanded rapidly in the last few years and the trend is likely to continue as the nature of post-secondary education evolves.

The result has been an increasing demand for academic libraries to address the needs of users beyond their immediate campus environment. This trend has both positive and negative implications for librarians.

On the positive side, a recognition by university administrators of the importance of distance learning as a mode of delivery may possibly lead to increased funding for technology. The availability of up-to-date hardware and software benefits librarians in the execution of their duties both on and off campus.

At some institutions, specialized departments or centres are being set up to consider ways in which technology is being used in teaching, learning and research -- for example, the Centre for Educational Technology at the University of British Columbia. Librarians have, or should have, opportunities to become involved in such initiatives.

Distance learning fosters increased co-operation between libraries. Effective delivery of library support is usually dependent upon extensive resource sharing and reciprocal service agreements. The creation of such resource networks can have positive benefits for the entire academic community.

There are also negatives which need to be kept in mind. First and foremost, successful distance learning programs require careful planning. Unfortunately they are often instituted without adequate thought to library requirements.

Distance learning also requires adequate technology. High technology costs are involved in developing and maintaining a distance learning infrastructure. On many campuses, declining budgets mean that hardware is becoming outdated and the necessary software to deliver programs and facilitate research is not available.

It may not be possible for some institutions to afford such resources within the near future unless considerable effort is devoted to creating or discovering alternative sources of funding. In addition, concentrating limited financial resources in the area of distance learning may reduce funding usually available for service to the on-campus community.

The question of financing for distance learning raises the question of library user fees. There is much difference in opinion regarding the ethical implications of this issue. It should be kept in mind that distance learners come from various backgrounds.

In some cases personal circumstances may prevent students from becoming "regular" on-campus students; for many, the imposition of extensive surcharges for access to library resources may mean financial hardship.

Others - for example, those enrolled in executive MBA programs - may be receiving subsidies from companies while they study, and a corporate "fee for services" model may be appropriate.

Increased workloads may be a byproduct of distance learning. Rather than just directing users to available resources, library staff may be required to physically locate and process materials to be sent to external borrowers, often within limited time restrictions. Librarians will be forced to assess priorities.

In addition, workload increases may affect some librarians more than others, perhaps those with the most sophisticated equipment available to them, such as electronic resources librarians, who may be asked to take on more than a fair share of additional responsibilities, such as designing "virtual" tours and setting up web sites.

Bibliographic instruction may be a problem in learning condi-tions where direct contact between instructors and students is limited. Students may not receive adequate training in information retrieval or they may be technologically unsophisticated and have difficulty finding their way in an electronic environment. In addition, opportunities for interaction with other students in the course of the research process may be restricted.

The use of technology for teaching and learning is often seen as an excuse for staff downsizing. Librarians may be replaced by technicians or support staff members in the delivery of library services to distance learners. A likely result will be a focus on techniques of information retrieval without adequate training in the assessment and evaluation of the information found.

Undoubtedly, changing technologies are providing exciting possibilities for both instruction and research. However, care needs to be taken to ensure students who choose to learn at a distance from the main campus are given the same high quality of education and learning opportunities as those on campus.

Diane Peters is a reference/collections librarian at Wilfrid Laurier University, and is a member of CAUT's Librarians Committee.

Literature on the delivery of library services for distance learning is proliferating. In 1991 the joint CLA/ALA publication Library Services for Off-Campus and Distance Education: An Annotated Bibliography, by Sheila Latham, Alexander L. Slade and Carol Budnick, brought together 535 references summarizing publications, theses and research reports produced between January 1930 and early 1990. The second edition (Englewood, CO: Libraries Unlimited, spring 1996), by Alexander Slade and Marie A. Kascus, includes over 400 works published in the 1990s. Its chapters cover such topics as: bibliographies, general works, historical studies, the role of libraries in distance education, guidelines and standards, organization and planning, collection management, information and support services, bibliographic instruction, document delivery, interlibrary co-operation, library surveys, user studies, and library case studies.

Online resources available include: OFFCAMP, a listserv for librarians serving off-campus users. Send message to: listserv@cms.cc.wayne.edu Subscribe OFFCAMP first-name last name

Sample home page for distance learners: http://www.univnorthco.edu/library/offclib.htm

Online access to distance education database at the International Centre for Distance Learning (ICDL) at UK Open University contains information on worldwide distance learning education programs and literature relating to all aspects of the theory and practice of distance education: Telnet to ACXVAX.OPEN.AC.UK login to Open University VAX cluster with user name ICDL.