distance education librarian courses

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Library and Information Services Management (Distance Learning)

Explore this course:.

Applications for 2024 entry are now open. Apply now or register your interest to hear about postgraduate study and events at the University of Sheffield.

Information School, Faculty of Social Sciences

Course description

This course will introduce you to the best current thinking and practice, and equip you with the knowledge and skills needed to enter this fast-developing sector. You'll learn core competencies in IT, management and information handling, together with a wide range of specialisms.

The skills of librarians and information specialists are essential to identify, control, organise and make accessible the ever-increasing amounts of information available in paper, digital and multimedia formats. You'll be prepared for a professional role in areas ranging from public service to business.

Accreditation

CILIP accredited for the MA and PG Diploma awards

An open day gives you the best opportunity to hear first-hand from our current students and staff about our courses.

Find out what makes us special at our next online open day on  Wednesday 17 April 2024 .

You may also be able to pre-book a department visit as part of a campus tour. Open days and campus tours

• 2 years part-time by distance learning
• 3 years part-time by distance learning

We have an international reputation for teaching and research in library management and the latest ideas are fed directly into the programmes.

You will be taught via the University’s Virtual Learning Environment and specialised distance-learning software, which delivers lectures, seminars and tutorials online in real-time. If you cannot attend live sessions you will be able to catch up on recordings and take part asynchronously in discussions using online fora.

Teaching for each module lasts 12 weeks with assessment deadlines typically in the middle and at the end of semesters. We recommend that you spend 10 hours a week, per module, for the 12 timetabled weeks and for the weeks leading up to and following teaching. This will include reading, viewing recorded lectures, undertaking coursework and assignment preparation, and participating in online lectures, activities and seminars. You will write your dissertation after teaching ends, in the final year of your course.

Throughout the course you'll have the support of a personal tutor and module coordinators and peer support through student-led discussions and interaction is also encouraged.

Assessments vary depending on the modules you choose but may include essays, briefing papers, reflective reports and portfolios, creation of a database and other relevant assessments.

There is a dissertation of 10–15,000 words, which provides the opportunity, under one-to-one supervision, to focus in depth on a topic of your choice. You may choose to carry out your dissertation with an external organisation, for instance if you are in employment, your project could be directly related to your own work situation. In the past, students who have carried out such dissertations have welcomed the opportunity to tackle real-life problems.

Your career

A postgraduate qualification in library management is essential for many roles in the library and information profession. Our Library and Information Services Management course has been designed for people who want to enter the profession or who are preparing to take the next step up in their careers.

Modern library and information services require professionals who can manage large volumes of information in both digital and traditional forms. Graduates from this course will be equipped with the skills that are needed for the developing role of the library and information professional in organisations today.

Examples of organisations that have employed our graduates include:

• Various further and higher education institutions in the UK
• Independent schools in the UK and internationally
• Public libraries in the UK 
• Health organisations including various NHS Trusts
• County councils in the UK
• The Royal Horticultural Society

Graduates are employed in roles such as:

• School librarian
• Learning support assistant
• Learning and teaching librarian
• Library and information specialist
• Metadata and Discovery Librarian

Information School

The University of Sheffield Information School is ranked number one in the world for library and information management in the QS World University Rankings by subject 2024. These rankings are based upon academic reputation, employer reputation and research impact.

The school has been at the forefront of developments in the information field for more than fifty years. The subject is characterised by its distinctive, interdisciplinary focus on the interactions between people, information and digital technologies. It has the ultimate goal of enhancing information access, and the management, sharing and use of information, to benefit society.

When you come to study with us you'll be an integral part of our research culture. The school is your home and we pride ourselves on the friendliness and helpfulness of our staff.

We offer an outstanding academic education through a wide range of taught postgraduate degrees which embed the principles of research-led teaching.

When you join any of our degree programmes you'll develop a critical understanding of current issues in library and information management. You'll benefit from being taught by staff who are undertaking leading-edge research and who have many links with industry.

As part of our mission to provide world-quality university education in information, we aim to inspire and help you pursue your highest ambitions for your academic and professional careers.

Student profiles

The course has exceeded my expectations. The subjects and materials are relevant to my current role and the course has provided an opportunity to improve transferable skills.” Josephine Bailey MA Library and Information Services Management student

Entry requirements

Minimum 2:2 undergraduate honours degree.

You should also have around 12 months' information-related practical work experience. This is flexible depending on the level and relevance of your experience. If you don’t have a degree but your professional experience is extensive, you might be able to take the postgraduate certificate or diploma and upgrade to the MA later.

Two-year MA

The fees below apply to the two-year version of this course for 2022 entry.

The fees below apply to the three-year version of this course for 2022 entry.

You can apply now using our Postgraduate Online Application Form. It's a quick and easy process.

More information

[email protected] +44 114 222 2646

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Searches related to library

In summary, here are 10 of our most popular library courses.

• Copyright for Educators & Librarians :   Duke University
• Setting Up a Digital Library with EPIC :   Coursera Project Network
• Academic Information Seeking :   University of Copenhagen
• Libraries and Frameworks for Frontend Development :   Board Infinity
• Learning How to Learn: Powerful mental tools to help you master tough subjects :   Deep Teaching Solutions
• The Cycle: Management of Successful Arts and Cultural Organizations :   University of Maryland, College Park
• Introduction to Philosophy :   The University of Edinburgh
• Introduction to Classical Music :   Yale University
• AI for Scientific Research :   LearnQuest
• HTML and CSS in depth :   Meta

Library Science Degrees » Library Science Programs » Online Library Science Degrees

Online Library Science Degrees

The Library Science degree is offered online at many schools in the United States. In this guide, we will go through the top online library science degrees, review typical coursework for each degree, and provide a sample of schools with an online library science degree. According to our database, there are over 60 different online Library Science programs.

• Over 10 online Bachelor of Library Science degrees
• More than 30 online Masters in Library Science degrees
• Over 20 online Doctorate or PhD in Library Science programs

No matter the degree level, for most online library science degree programs, all courses are taken online by logging into the distance-learning portal of the school, which may utilize a system such as Blackboard or Moodle to manage course materials. The system is also how students pass in assignments and correspond with instructors.

There are around 60 library science degrees that are offered online, available at all levels. A Master of Library Science is required for most librarian positions.

Click to find featured online library science programs currently accepting applications for 2024.

Many online library science degree programs have specialized coursework

Earning an online MLIS degree is the first step toward a fulfilling position in a private collection, library, school, or museum. Students working toward a library science degree usually focus on information organization principles regardless of the program being campus based or online. An online program typical includes similar coursework to a campus based program, with courses in service provision information, technology, and leadership and management.

The Masters degree is the most popular

Some programs culminate in a dissertation or thesis. Most include a course in research methods. Some allow students to choose an area or concentration of specialization as they earn their online degree in library science. Options vary from one program to another. Typical concentrations include academic librarianship degrees , digital content management, records and archives management, and school library science degree programs . Learners interested in sub-fields can tailor the online degree program to meet their academic and professional goals.

Hybrid degree programs

There are some "hybrid" library science programs, where students take some coursework online and other coursework on campus.

Sponsored Online Library Programs

Online bachelors of library science degree.

Despite the Masters in Library Science being the most popular online degree, there are also undergraduate Bachelors programs available online.

The Online Bachelor of Library Science is a degree that is awarded to students excelling in library science. The goal is to train those aspiring to library science with the required skills for the field. The demand for expertise in the field grows daily. There is a scarcity of people with knowledge and expertise about library books, journal procurement, management, and documents. Candidates for the degree need to have the ability to understand users, a systematic approach, and organizational and reference skills. Popular courses taken toward a Bachelor of Library Science include the following.

Top Online Bachelors Courses

• Introduction to Information Literacy - Introduces the basic skills and strategies related to the location, evaluation, and use of digital and print resources
• Reference and Information Services - Introduces reference materials, services, functions and activities, along with methods for locating information
• Cataloging and Classification - Methods and principles of classifying and cataloging library materials, providing practice in subject analysis and bibliographical descriptions
• School Libraries - A survey of the organization, functions, and objectives of elementary and secondary libraries
• Development of Library Collections - Principles and philosophy that govern the selection and procurement of library materials, including using bibliographic sources and selection aids to develop print and non-print collections
• Rural and Small Libraries - An overview of the principles of managing small and rural public libraries
• Library Instruction - Study of methods and principles of bibliographic instruction and information literacy in libraries
• Technology in the School Library - A survey of the technology used in elementary and secondary libraries
• Literature and Related Media for Children - A survey of traditional and modern literature and related materials used with children from infancy to grade six
• Information Ethics - Introduces concerns and ethical issues that are specifically related to information technology and professions
• Library Practicum - Supervised library work that provides students with operational library experience

Schools with an Online Bachelors in Library Science Degree

Those who enjoy organization, research, and reading may find an online undergraduate library science degree an excellent match for them. The programs provide the credentials and skills needed for entry-level library science positions, such as archivists, library aides, media specialists, and more. They provide the foundation needed to pursue a Masters in Library Science degree . Here are some online Bachelor of Science programs available .

Masters of Library Science Degree Online

Those with an Online Master of Library Science degree work at the forefront of a dynamic librarianship field. Because of rapid advances in systems and technology, librarianship of today is radically different than that of ten years ago. With the change came the emergence of online Master of Library Science programs. The programs prepare students for the changing digital trends environment and provide a comprehensive understanding of tech-based and other library resources. Enrolling in an online Master of Library Science program is a way to begin developing the technical skills needed to become a practicing librarian.

Online Masters Courses

• Library Information Science – An orientation to librarianship and the MLIS program
• Cataloging Multimedia Objects – Study of the methods and principles of subject and descriptive cataloging and classifying multimedia materials
• School Library Media Centers – Study of the school library media development and administration
• Media Utilization – A survey of equipment and resources with an emphasis on library utilization. Experience with equipment is provided.
• Literature and Related Media for Young Adults – Study of literature and related materials for young people in grades seven through 12.
• Programs and Services for Youth – Introduces programming for youth and its relation to libraries and learning
• Storytelling – A study of the oral tradition in various settings, emphasizing the selection of stories and the techniques and art of storytelling. Students practice storytelling.
• History of the Book – A study in the early development and origins of printing and books in the Americas and Western Europe
• Sources of Information for a Multicultural Society – Overview of the diverse information resources in print and other media multicultural societies and the different utilization of information by those societies
• Information Technology and Libraries – Examines the various contexts and applications in which forms of information technology such as computers are used in different types of information libraries and centers
• Web Design and Evaluation – Introduces the principles of web development and design including basic XML and HTML coding. The course covers web usability and evaluating websites, including library web pages

Online Doctorate Library Programs

Many online doctoral programs that are related to Library Science are Doctorates in Information Technology. They begin with fundamental classes such as advanced software development, enterprise database design, and principles of programming. As students advance, they specialize with electives such as project management, technology for mobile devices, and cloud computing. Some programs offer formal specializations in areas such as computer security and healthcare information technology. A research-based dissertation must be completed to earn a Ph.D. in Information Technology. Courses in advanced academic writing and research design prepare students for graduation. Students work with faculty advisors who help choose a topic.

Online Doctorate Courses

• Applied Research Methods – Prepares students for a research-based dissertation. They are introduced to the basic elements of collection, analysis, and interpretation of both qualitative and quantitative data. Students that have prior graduate-level education may move on to statistical analysis courses that are more advanced.
• Computer Networking and Operating Systems – Examine topics such as performance analysis, interfacing, multitasking, security, administration, configurations, and file systems. Theoretical learning is applied by creating elements of communication and information infrastructure.
• Fundamentals of Information Systems – Explore the principles of computer software hardware, and networks. Students learn to use basic programming languages, express data, and create algorithms to realize designs.
• Principles of Programming – Programming is an indispensable role of information technology. Students gain practical experiences with languages like Java, Python, and C++. They practice logical designs, precise coding, and practice algorithmic thinking.
• Systems Analysis and Design – The class helps prepare students to develop large scale software systems. They learn to use object-oriented, and structures approaches that help them better understand the functional requirements of a given system.

Sample Schools with Online Library Science Degree Programs

It is easy to find a Master of Library Science program online. The same is not true of a doctoral program. Most require face-to-face faculty and student interaction, and the dissertation process and residencies require on-campus, hands-on attendance. Earning a Doctor of Information Technology qualifies students for a broad spectrum of careers. They can work in cybersecurity where they safeguard a company’s intellectual property and computer networks. Students can apply expertise in the healthcare industry with database architecture that helps treat patients and unlocks chronic disease cures. They may want to pass along knowledge to the next generation by becoming a university or college professor. The following are online Information Systems Doctorate programs.

University of the Southwest – The program is a 100 percent online program that was designed for community, educational, nonprofit, corporate, or government organizations. The title of the degree is Doctorate of Business Administration – Strategy and Innovation.

University of Dayton – Does not have a specific library degree online, but does have a Doctor of Education – Organizational Leadership. It takes 36 months to complete the program. A Master’s degree is required.

Capella University – Allows students to forge paths of their own in the field of business to lead, consult, and teach. The program offers a combination of practice and theory to enhance skills in critical thinking, collaboration, and communication.

Baylor University – School of Education – Offers an EdD in Learning and Organizational Change. It prepares development professionals and educators to apply essential principles of learning toward the dynamics management of organizational change. The program takes three years to complete.

Other schools that offer programs related to library science but not having a Doctor of Library Science in the title are:

• Bowling Green State University
• California Intercontinental University
• University of the Cumberlands
• University of Management and Technology

Why Study Online?

Those who have only taken face-to-face classes may be a bit apprehensive, but an online course has its perks. There are many reasons to study online:

• Anytime, anywhere studying
• Accelerated courses
• Lower costs
• Faster completion
• More choice
• Self-paced learning

Online classes permit fitting them into a jam-packed schedule, which makes it easier to keep up with school, social activities, family, and work on your terms. You don’t have to get dressed, fight traffic, or commute to attend class on-campus. With accelerated online courses, you learn at a convenient and fast pace. Adult learners save on the cost of tuition, instruction, and other expenses by taking advantage of student mentors, flexible faculty, and self-paced instruction.

Along with accelerated courses, some degree programs are also accelerated, which helps fast-track to the finish. Other than the doctorate of library science, there are few limits to the degrees that can be earned online. The explosive growth of degree programs available online means it is simpler than ever to earn an online degree offered by an accredited institution. Future employers value an online degree from an accredited university or college as much as a traditional degree, while it is a more flexible option for your lifestyle. Going at one’s own pace has shown to be an effective independent learner method. You are in charge of how much and when to study within the framework of the course.

ALA Accreditation

The ALA Office for Accreditation serves employers, students, the general public, and information and library studies Master’s programs by promoting the advancement of education in information and library studies. The office ensures equitable and fair accreditation review of information and library studies. It provides external validation and reviews of Master’s-level information and library studies programs. The ALA Office promotes inclusiveness and diversity in information and library studies education. It communicates with populations regarding activities. The OA, as it is called, anticipates and prepares for environmental changes and the future needs of communities. It manages resources and operations to be relevant, responsive, and useful.

Responsibilities of the Office include supporting and coordinating activities directly related to Masters of Education for LIS accreditation. It provides information about the accreditation process, information and library studies trends, and trends in accreditation in higher education. An ALA-accredited school has endured a process that is externally reviewed in many areas. The ALA looks at areas such as financial and physical resources, administration and students, teachers and curricula, and the program’s goals. Being ALA-accredited means a quality education is offered that prepares students for librarian work in a variety of settings. Having a degree from an institution that is ALA-accredited opens more doors to a library career.

What Can You Do With A Library Science Degree?

Having earned a Bachelor’s degree in library science opens a world of opportunities. Library Clerk or Library Technician are two available positions for those with a Bachelor’s degree. Those who earn a Master’s or higher degree qualify for more jobs such as Library Media Specialist or Research Librarian. Many organizations, schools, and companies hire people who have library science degrees.

Librarians are custodians of information. Whether in professional, faculty, corporate facilities, or the public library, they help communities find information on nearly any topic. Library jobs include facilities support staff to doctorate-level directors and researchers. The most common requirement for professional librarians is a Master of Library Science. Associate and Bachelor degrees typically lead to library technician jobs.

Librarians with skills in computer and information systems can become automated-systems librarians. They plan and operate computer systems. Archivists maintain, analyze, catalog, and exhibit collections and objects for researchers and the public’s benefit.

Records are saved in mediums that include computer, electronic disk, audiotape, videotape, film, and paper. Individuals interested in a library science career can pursue various positions such as emerging technology librarians, instruction librarians, data curators, school librarians, law librarians, or academic librarians, to name some of the opportunities available. The work includes diverse activities such as collaborating with K-12 STEM teachers and user assessment and experience research.

Information and Library Studies

You are viewing this course for April start 2024

Qualification

Course duration, delivery method.

Distance learning

The skills for library and information professionals are in high demand as employers need to manage their most valuable assets in our global ‘information economy’. Information Studies at Aberystwyth has an impressive track record, having produced some of the UK's, and indeed the world's, leading librarians and information professionals. This MA or Diploma, accredited by the UK’s Chartered Institute of Library and Information Professionals (CILIP), will equip you to fulfil the essential role that companies and professional bodies need to compete effectively in a fast-moving national and international business environment.

As a Distance Learner in employment, you should find that your work experience enhances your studies, while your studies enable you to reflect on your work in new ways and to promote the best current practice in your workplace.

Typical Entry Requirements

Entry Requirements 2:2 Bachelors (Honours) degree in any subject, or equivalent. Distance learners must demonstrate 3 months (around 400 hours) work experience and be in continued employment or have regular volunteer work in a relevant sector.  Non-graduates will be considered individually based on relevant work experience.

English Language Requirements IELTS 6.5 with minimum 5.5 in each component, or equivalent

Other Requirements Applicants should provide details of previous relevant work/volunteer experience, and current position held, at the point of application and include an up-to-date CV.

Course Overview

Why study Information and Library Studies by distance learning at Aberystwyth University?

• Expertise from one of the UK’s leading providers
• Flexible degree scheme, enabling continual professional development without having to take a break from work 
• Study in a practical context, relate theoretical knowledge to your workplace, and develop skills that will place you in an enviable position in the jobs market
• Graduates of this MA/Diploma will have a CILIP accredited qualification that is recognised for admission to the Register of Chartered Librarians (subject to the Institute’s chartership regulations)
• Undertake one of the best courses for professional practice
• Aberystwyth University boasts library resources amongst the best in Europe
• Access to Information Studies’ specialist Thomas Parry Library, a leading library for our discipline, and the university’s Hugh Owen Library, which houses more than 700,000 volumes and subscribes to more than 3,500 current periodicals
• Situated next to the university campus is the National Library of Wales, one of the UK’s five copyright libraries, which houses more than 6,000,000 volumes 
• Aberystwyth University is a top 50 university for research power and intensity – REF 2014
• More of our postgraduate students entered employment at a graduate level than the national average, and our postgraduates earned more on average than postgraduates in other subject fields (2010/2011)

About this course

Of flexible duration, generally taking between two and five years, April and September intakes annually.

Contact Time:

Contact time can be arranged remotely with your tutor. Attendance at at least two study schools is required and these provide the main contact.

Assessment:

The programme is assessed on the basis of coursework in Part One and the dissertation in Part Two. Successful completion of Part One allows the award of a Diploma. The subsequent successful submission of your research dissertation (Part Two) leads to the award of an MA.

Course Fees:

Please see the tuition fee  pages  for current tuition fees. Please note that all fees are subject to an annual increase.

Funding opportunities may be available, please check our funding calculator for details.

Modules September start - 2024

Please note: The modules listed below are those currently intended for delivery during the next academic year and may be subject to change. They are included here to give an indication of how the course is structured.

* Also available partially or entirely through the medium of Welsh

Qualification: MA/Diploma in Information and Library Studies

Our alumni include a number of current and former national librarians (Scotland, Wales, Malta and Malaysia), the first black national librarian in South Africa, and the former Director of the Bureau for Library and Information Services at the United Nations.

The range of posts to which our graduates progress widens all the time. In addition to the traditional library and information service sector, our graduates also go on to work as:

·          Information Officers

·          Information Managers

·          Information Systems Officers

·          Information Analysts

·          Computer Systems Officers

Companies benefit from our graduates’ information skills when applied to the areas of management, sales, production or marketing.

Likewise, the wide array of transferable skills that are gained from this course can be used to pursue a diverse range of related careers, including media management and book publishing.

Throughout this course, you will develop:

·          Subject specific expertise, including a thorough understanding of factors affecting the flow of information and the challenges of organising, storing, and retrieving information

·          Confidence in the use of systems and their tools to order, store, and retrieve information

·          Key information handling skills, including the ability to analyse and control how information is transmitted to users, access to information, and measurement of its use

·          ICT, management, and interpersonal skills

·          be confident in the use of system and their tools which you will use to order, store and retrieve information be confident in the use of system and their tools which you will use to order, store and retrieve information be confident in the use of system and their tools which you will use to order, store and retrieve information Study skills and research methods

·          Ma Mastery Mastery of the practical applications of Information and Library Studies 

Teaching & Learning

How will I learn?

This programme is offered via flexible distance learning and students may take between two and five years to complete their studies. Students complete 120 credits of taught modules, at which point they are eligible for a CILIP accredited Diploma. Students can then complete a 60 credit Masters dissertation, and thus gain a CILIP accredited MA qualification (180 credits).

Attendance at two study schools for the MA and one for the Diploma is required and these provide the main contact. For the rest of the time you will work through specially designed self-study module packs supported by online learning materials. Contact time can be arranged remotely with your tutor.

What will I learn?

Students will study a number of crucial core modules whilst directing their study by choosing specialist modules. Information on the modules available can be found in the Modules tab. 

Students wishing to complete the MA will then go on to complete an individual dissertation, whereas those who do not wish to complete this can obtain the Diploma.

The 15,000 word dissertation allows students to research an approved topic within the information and library field, engage with central concepts, methods and techniques in the main streams of information and library research, and in doing so aim to contribute to the national understanding of data handling and information flow.

How will I be assessed?

The taught modules are assessed by coursework. Successful submission of the 60 credit Masters dissertation leads to the award of an MA. 

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Standards for distance and online learning library services.

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Approved by the ACRL Board of Directors, July 2008. Revised June 2016. Revised February 2023.

ACRL Standards for Distance and Online Learning Library Services Worksheet   (External Link - Download to complete for your institution)

Equitable Access Principle

Purpose of standards.

• Vision and Strategic Planning
• Diversity, Equity, Inclusion, and Accessibility (DEIA)
• Collections & Access
• Research & Instruction
• Financial Support

Appendix 1 : Meeting Library-Related Standards and Other Guidelines, Regulations and Laws       Library-Related Standards       Other Standards, Guidelines, Laws, and Regulations

Appendix 2: History of the Document

All distance and online members of an institution of higher education are entitled to the library services, resources, and collections of that institution. This founding principle applies to all public, private, profit, and non-profit academic institutions and it is the underlying and uncompromising basis for the Standards of Distance and Online Learning Library Services , hereinafter designated as the Standards . 

This document is intended for any member of an institution who is involved in the provision of services to distance and online learning communities. This document provides a means to foster cross-departmental communication and improve advocacy, and offers a roadmap for strategic planning. 

1. Vision and Strategic Planning  Standard : The library maintains a current vision and strategic plan that includes serving distance and online learning communities. 

Benchmarks The library:

• Incorporates support to distance and online learning communities into the vision and strategic plan of the library.
• Participates in the strategic planning processes of the originating institution, including developing and managing immediate and long-range goals.
• Uses vision and strategic planning as a tool for advocacy for distance and online learning communities.
• Cultivates awareness of current trends in the field of distance and online learning at the institutional administrative level.

2. Diversity, Equity, Inclusion, and Accessibility (DEIA)  Standard: The library supports diversity and inclusivity through culturally relevant and responsive practices in support of distance and online learning communities.

Benchmarks The library: 

• Understands and meets all requirements and guidelines set forth by the Americans with Disabilities Act (ADA) and Sections 504 and 508 of the Rehabilitation Act.
• Utilizes Universal Design for Learning ( UDL ) as an approach to instructional design. 
• Provides resources and services in multiple formats to ensure accessibility and choice.
• Regularly participates in DEIA professional development activities.
• Provides equal or equivalent experiences to learners with varying levels of technological access and abilities.

3. Personnel  Standard: The library maintains sufficient personnel to support the needs of distance and online learning communities.

Benchmarks     The library:

• Hires either a dedicated distance and online learning librarian, or equivalent title, or maintains personnel distributed across many departments or positions.
• Provides adequate service hours and personal assistance.
• Regularly reviews workloads and capacities to provide and maintain services across departments that provide support, such as:

○  Strategic planning and management ○  Collection development ○  Information literacy ○  Research services ○  Resource access  ○  Marketing and outreach

• Provides adequate and ongoing support for professional development.

4. Collections & Access  Standard: The library provides necessary resources and services for distance and online learning communities.

• Ensures the provision of reliable, rapid, and secure access to online resources.
• Develops policies for delivering hard copy and electronic materials.
• Prepares and updates collection development and acquisitions policies to reflect the needs of the community.
• Regularly reviews library resources and materials to ensure sufficient coverage and appropriateness of format.
• Markets and promotes library collections directly to distance and online learning communities.
• Supports open access and open educational resources initiatives. 

5. Research & Instruction  Standard: The library provides reference, research support, consultation, and instruction to distance and online learning communities. 

• Ensures instruction methods are supported by the ACRL Framework for Information Literacy for Higher Education (Appendix 1).
• Creates appropriate learning outcomes specific to the institution.
• Encourages library instructors to work collaboratively with teaching faculty to include information literacy instruction into distance and online courses and programs.
• Collaborates with faculty and/or learning management system administrator to embed library tools and instructional materials into the online classroom. 
• Provides point-of-need or virtual assistance which may include, but is not limited to, the following:

○ research needs  ○ use of collections and equipment ○ general library services ○ referrals

●   Markets and promotes educational services directly to distance and online learning communities. 

6. Assessment Standard: The library conducts needs and outcomes assessments at regular intervals to ensure that the needs of distance and online learning communities are being met. These needs include, but are not limited to: resources, collections, personnel, library research and instruction, distance learning facilities, DEIA initiatives, and technology. 

• Identifies useful metrics, ideally aligned with the vision and strategic goals of the institution.
• Utilizes different types of assessment which may include surveys, tests, interviews, student learning, statistics on library use and collections, as well as data on staff and work assignments. Assessment could involve distance and online learning community representatives, including administrators, faculty, and students. 
• Compares the library as a provider of distance and online learning library services with its peers.

7. Financial Support  Standard : The library and the institution provides funding to support distance and online learning communities. Financial support is an underlying and essential principle for the success of all the standards listed in this document. 

Benchmarks: The library:

• Advocates for continued financial support from the institution for existing programs.
• Advocates for additional financial support for any expansions or increased enrollment.

Appendix 1: Meeting Library-Related Standards and Other Guidelines, Regulations and Laws

Library-related standards.

Library services offered to the distance and online learning communities are designed to meet a wide range of informational, instructional, and user needs, and facilitate some form of direct access between library users and personnel. The exact combination of service delivery methods will differ from institution to institution. Specific professional standards and guidelines which may be utilized in providing these services include, but are not limited to:

Framework for Information Literacy for Higher Education . Association of College & Research Libraries (ACRL), American Library Association, 2016.

Standards for Libraries in Higher Education . Association of College & Research Libraries (ACRL), American Library Association, 2011.

Professional Competencies for Reference and User Services Librarians . Reference and User Services Association (RUSA), American Library Association, 2003.

Guidelines for Implementing and Maintaining Virtual Reference Services . Reference and User Services Association (RUSA), American Library Association, 2004.

Guidelines for Behavioral Performance of Reference and Information Service Providers . Reference and User Services Association (RUSA), American Library Association, 2013.

Code of Best Practices in Fair Use for Academic and Research Libraries , Association of Research Libraries, 2012.

American Library Association Code of Ethics , 2021.

Other Standards, Guidelines, Laws, and Regulations

Additionally, libraries must ensure that its distance and online learning library programs meet or exceed national and regional guidelines, laws, and regulations. There may be local or national statutes, rules, requirements, or other considerations to bear in mind and include in any procedures or approaches to Diversity, Equity, Inclusion, and Accessibility work.

●     Americans with Disabilities Act (ADA) homepage

○     ADA Design Standards

●     Section 508 (Section 508 of the Rehabilitation Act) 

○     Section 508 Design and Develop guidelines

●    Section 504, Rehabilitation Act of 1973

○     Section 504 FAQ

●     Web Content Accessibility Guidelines (WCAG)  

Today’s Standards are the culmination of the expansion and revision of the following series of documents, the first of which originated in processes initiated in 1963: ACRL Guidelines for Library Services to Extension Students , 1967; ACRL Guidelines for Extended Campus Library Services , 1981; ACRL Guidelines for Extended Campus Library Services , 1990; ACRL Guidelines for Distance Learning Library Services , 1998; ACRL Guidelines for Distance Learning Library Services , 2000; Guidelines for Distance Learning Library Services , 2004; Standards for Distance Learning Library Services , 2008, and finally Standards for Distance Learning Library Services , 2016.

2023  Standards

The 2023  Standards include major edits which were written over the course of three years. For the 2019-2020 year, the co-chairs were Theresa Mastrodonato, Washington State University in St. Louis, and Elaine Thorton, University of Arkansas, and members included Jack Fritts, Benedictine University, Natalie Haber, University of Tennessee at Chattanooga, Danielle Apfelbaum, Farmingdale State College, Rachel E. Cannady, University of Texas at San Antonio, Paul Graham, Yorkville University, and Sherry Tinerella, Arkansas Tech University. The 2019-2020 committee conducted a close reading of the standards, identified necessary changes, conducted a guidelines and standards review, and began a draft.

For the 2020-2021 committee, the chairs were Natalie Haber, University of Tennessee at Chattanooga, and Janna Mattson, George Mason University, and members included Jack Fritts, Benedictine University, Paul Graham, Yorkville University, Rachel Isaac-Menard, Adelphi University, Marcia Keyser, Drake University, and Kelly Diamond, West Virginia University. The 2020-2021 committee decided to conduct a membership survey regarding the Standards before continuing the draft. They asked questions regarding Standards usage, which parts members find most useful, and which parts are frustrating or difficult to use. The survey had 49 respondents and gave the committee more direction for their next steps. This committee also reviewed language and structure of other educational and library related guidelines and standards to gain ideas. From there, the committee identified seven Standards: Collections & Access, Personnel, Research & Instruction, Assessment, Diversity, Equity, Inclusion, and Accessibility, Financial Support, and Vision and Strategic Planning. From there, the committee worked to fit all the tenants of the 2016 Standards under these Standards. 

The 2021-2022 committee included chairs, Janna Mattson, George Mason University and Rachel Isaac-Menard, Adelphi University, and members Natalie Haber, University of Tennessee at Chattanooga, Kelly Diamond, West Virginia University, Marcia Keyser, Drake University, Joelle E. Pitts, Carnegie Mellon University and Sarah Lynn Simms, Louisiana State University. Jack Fritts attended several meetings as an ex-officio member. This committee finalized the draft and shared it with the DOLS Executive Committee. DOLS Members were encouraged to give feedback during an open comment period which resulted in several friendly amendments to the text, but no substantive changes. The ACRL Standards Committee voted to approve them in December 2022, and the ACRL Board of Directors voted to approve them on February 17, 2023.

2016 Standards

The DLS Standards Committee was returned to standing committee status in 2012, and Harvey Gover, Washington State University Tri-Cities, was asked to return as Committee Chair in order to lead a revision of the 2008 Standards . Committee members who have actively participated in this revision include Dr. Monica Garcia Brooks, Marshall University; Stefanie Buck, Oregon State University; Rachel Cannady, University of Texas at San Antonio; Moushumi Chakraborty, Salisbury University; Heather Dalal, Rider University; Jack Fritts, Benedictine University; Jane M. Hutton, West Chester University; Michelle A. Kowalsky, Rowan University; and Stephan Macaluso, SUNY--New Paltz. In addition, Robin Deich Ottoson, Tabor College, as the ACRL Standards Committee (SAC) Liaison to DLS Standards Committee, monitored the final stages of the revision. Valuable technical assistance was provided by Stefanie Buck, in her simultaneous role as Section Secretary, and by Karla Aleman, Chair of the Section Web Committee.

A highly successful and well attended Hearing, seeking input for the revision, was held at ALA Annual 2013 in Chicago. Many valuable ideas for revision emerged from this Hearing. Two subsequent meetings of the Standards Committee, one at Annual 2013 and one at Midwinter 2014 yielded additional valuable suggestions. At the suggestion of the Committee at Annual 2013, Harvey Gover set up a Google Docs file of the revision draft and further valuable suggestions resulted from the editorial notations made by Committee members using this draft.

The resulting draft was presented to SAC for approval at Annual 2014. Although the wording of the draft was approved and commended by SAC members, the draft was sent back because input on the draft had not been widely enough sought during the revision processes. SAC requested that reactions and responses to the draft be more widely sought beyond the membership of the Distance Learning Section. David Free, Editor-In-Chief of College & Research Libraries News ( C&RL News ) and Marketing and Communications Specialist for ACRL was attending the SAC meeting in his capacity as advisor and volunteered to offer whatever assistance was necessary to satisfy the requests of SAC members. David Free subsequently made postings in late October 2014 to C&RL News , ACRL Update, and ACRL Insider.

A special page requesting further input on the draft was posted at the Distance Learning Section Web site by the Section’s Web Committee.  Additional postings were also made to the Section listserv and to the OFFCAMP listserv. Members of the Standards Committee contacted the following the third week of October 2014: ULS, CLS, CJCLS, ILI, LITA-L, LITA Discussion Group, Collections groups, EBSS, and Chapters Council.

Harvey Gover made further revisions of the draft in the spring and summer of 2015, based upon the additional input and email deliberations of the Standards Committee.

The management issues associated with change in the delivery of distance learning courses and programs, and the globalization of distance learning were addressed and further ideas generated at the Annual 2015 meeting of the Standards Committee. Harvey Gover then incorporated those ideas into a final draft in July 2015. The draft was approved by the Standards Committee in late July and sent to the Distance Learning Section Executive Committee for review and approval in September 2015. The draft was unanimously approved by DLS Exec on September 30, 2015. The draft was then approved by SAC in February 2016 to move forward to the ACRL Board of Directors for their final approval and subsequent publishing in C&RL News , and posting to the ACRL Guidelines, Standards, and Frameworks site.  

2008 Standards   

With completion of the 2004 revision, which had included only changes to the Introduction and the Revising the Guidelines section, the need for a new, major revision of what was still essentially the 1998 document had become evident, and members of the Guidelines Committee began the initial work toward making the transition from a guidelines document to a standards document. At that time, Rob Morrison, at Utah State University and later National-Louis University, served as Chair of the Guidelines Committee and set out to lead these efforts. Harvey Gover from Washington State University Tri-Cities continued to contribute to the new revision processes as Consultant to the Guidelines Committee .

Rob Morrison set up and led revision activities for three years. Under Morrison’s leadership, three major revision hearings and two revision discussion groups took place. The first hearing was at the 2004 ALA Midwinter conference, in San Diego on January 11, the second at the 2005 ALA Annual conference, in Chicago on June 25, and the third at the 2006 ALA Midwinter conference in San Antonio on January 21. One discussion group took place at the Twelfth Off-Campus Library Services Conference in Savannah in April 2006, and the second was a roundtable discussion at the Thirteenth National Conference of the ACRL in Baltimore, March 31, 2007.

Further opportunity for outside participation in the Guidelines revision has been provided through a wiki, since it was first made available in 2005. The wiki has been used by members of the Guidelines committee to post proposed changes for consideration by other committee members and to request email participation from individuals not on the committee and not eligible to write to the wiki. Michelle (Shelly) Drumm, Emergent Technology Trainer at BCR (Bibliographical Center for Research) and a member of the DLS Web committee, was instrumental in setting up the wiki and has both moved and maintained it since.

Members of the Guidelines Committee, who participated actively with Rob Morrison in the revision activities while he was Chair, were Betty Brice, University of Alabama; Marie Jones, East Tennessee State University; and Melissa Koenig, DePaul University.

Axel Schmetzke of the University of Wisconsin-Stevens Point provided valuable input on Americans with disabilities issues at the Chicago 2005 hearing. The former Guidelines had neither acknowledged nor addressed these issues.

David L. Bickford of the University of Phoenix participated actively in the roundtable discussion at the ACRL Thirteenth conference, making a number of valuable suggestions. Bickford later became a member of the Guidelines Committee.

Rob Morrison left the committee in 2007 and Jessica Catherine McCullough of ARTstor User Services took over as Chair. Harvey Gover continued to work actively on adding new content, rewriting, restructuring, and refining the final document for submission to the ACRL Standards and Accreditation Committee (SAC) and the ACRL Board for approval at the 2008 ALA Annual conference. Gover also served as Acting Chair of the committee in 2008 in McCullough’s absence.

New members of the committee, Daniel Gall of the University of Iowa and Jan H. Kemp of the University of Texas at San Antonio, provided valuable assistance to Gover in preparation of the final 2008 draft.

An editorial discussion leading to further revisions took place during the online approval process by the DLS Executive Board in April 2008. Specific editorial suggestions were provided by Ruth Hodges of South Carolina State University, Jessica Catherine McCullough of ARTstor User Services, and Allyson Washburn of Brigham Young University. The draft was approved on April 17, 2008.

2000 Guidelines

When reviewing the publication history of the Guidelines , one readily notices the short span in editions from 1998 to 2000. The 1998 Guidelines were approved with the proviso from SAC that efforts be undertaken immediately upon their final approval to make the Guidelines more outcomes oriented through a minor rhetorical revision that would not require as complete a subsequent approval process as would a more thorough revision.  This minor outcomes revision was actually initiated during the 1998 approval process, when the Guidelines Committee members began reviewing the draft document for possible outcomes additions and then Chair, Harvey Gover, prepared an additional precept for the then Guidelines Philosophy section acknowledging the importance of instilling lifelong learning skills through information literacy instruction for students in extended academic settings. With the approval of SAC, that precept was incorporated into the final draft of the 1998 Guidelines .

The outcomes revision continued through Annual 2000, when it was approved by SAC and the ACRL Board of Directors.  Those Guidelines Committee members who participated actively in the outcomes revision throughout this time included Committee Chair Jean Caspers, Oregon State University; and Geraldine Collins, University of North Florida; Linda Frederiksen, Washington State University Vancouver; Lisa Hinchliffe, Illinois State University; Mae O’Neal, Western Michigan University; Bill Parton, Oklahoma Tech University; and Bernie Sloan, University of Illinois at Urbana/Champaign.  Susan Maltese, Oakton Community College, then liaison from SAC to DLS, and Barton Lessin, Wayne State University, Chair of SAC, also contributed suggestions and guidance.  Harvey Gover, then DLS Chair and Consultant to the Guidelines Committee, monitored the entire outcomes revision process, and prepared the final revision draft submitted to SAC just prior to Annual 2000. The final revision draft was based upon a draft insert that had been prepared by Jean Caspers and submitted to the Guidelines Committee for review on June 6. Gover’s final draft consisted largely of an incorporation of Caspers’ insert throughout the entire 1998 Guidelines text and was forwarded to Susan Maltese, SAC liaison to DLS, on June 9 for submission to SAC.

During the approval process for the outcomes revision, it was suggested by members of SAC that the Guidelines Introduction needed strengthening and recommended that an additional minor revision be prepared, rewriting the introduction.  During the process of revising the introduction, it became evident that the Revising the Guidelines section would also require some corresponding strengthening and revision. These efforts, which led to approval of the 2004 edition, were initiated and prepared by Harvey Gover, then Consultant to the Guidelines Committee, with input from members of the Guidelines Committee, Linda Frederiksen, Chair, Washington State University Vancouver; Betty K. Bryce, University of Alabama Libraries; Deborah F. Cardinal, WiLS OCLC; Catharine Cebrowski, ITESM – Tec De Monterrey; Geraldine Collins, University of North Florida; Marie F. Jones, East Tennessee State University; Melissa H. Koenig, DePaul University; Debra Lamb-Deans, Cornell University; and Bernie Sloan, University of Illinois at Urbana/Champaign.

1998 Guidelines

From the beginning, those undertaking preparation or revision of the Standards have sought the widest possible input from everyone involved in all aspects and on all levels of distance teaching and learning in higher education. For example, the decision to revise the 1990 Guidelines was made initially by DLS Guidelines Committee. Then the official mandate came from the DLS Executive Board at its final 1996 Midwinter meeting. The revision of the 1990 ACRL Guidelines for Extended Campus Library Services , which produced the 1998 ACRL Guidelines for Distance Learning Library Services , was prepared by Harvey Gover, then Chair of the DLS Guidelines Committee. The revision was based upon input from members of the Guidelines Committee, members of the DLS Executive Board, the general membership of DLS, and other librarians and administrators involved in post-secondary distance learning programs from across the nation and around the world.

Members of the Guidelines Committee who initiated or contributed to the revision process for the 1990 Guidelines included: Stella Bentley, University of California at Santa Barbara; Jean Caspers, Oregon State University; Jacqueline A. Henning, Embry-Riddle Aeronautical University; Sharon Hybki-Kerr, University of Arkansas, Little Rock; Gordon Lynn Hufford, Indiana University East; Ruth M. Jackson, West Virginia University; Chui-Chun Lee, SUNY--New Paltz; G. Tom Mendina, University of Memphis; Virginia S. O'Herron, Old Dominion University; Mae O'Neal, Western Michigan University; Bill Parton, Arkansas Tech University; Mercedes L. Rowe, Mercy College; Dorothy Tolliver, Maui Community College Library; and Steven D. Zink, University of Nevada, Reno.

Others outside the Committee who contributed significantly to the cycle of revision of the 1990 Guidelines included: Thomas Abbott, University of Maine at Augusta; Janice Bain-Kerr, Troy State University; Nancy Burich, University of Kansas, Regents Center Library; Anne Marie Casey, Central Michigan University; Tony Cavanaugh, Deakin University, Victoria, Australia; Monica Hines Craig, Central Michigan University; Mary Ellen Davis, ACRL; Tom DeLoughry, Chronicle Of Higher Education; Jill Fatzer, University of New Orleans, ACRL Board, Task Force on Outcomes; Jack Fritts, Southeastern Wisconsin Information Technology Exchange Consortium (SWITCH); Barbara Gelman-Danley of SUNY Monroe Community College, Educational Technology, and the Consortium for Educational Technology for University Systems; Kay Harvey, Penn State, McKeesport; Maryhelen Jones, Central Michigan University; Marie Kascus, Central Connecticut State University; Barbara Krauth, Student Services Project Coordinator for the Western Cooperative for Educational Telecommunication of the Western Interstate Commission for Higher Education (WICHE); Eleanor Kulleseid, Mercy College; Rob Morrison, Utah State University; Kathleen O'Connor, Gonzaga University; Alexander (Sandy) Slade, University of Victoria, British Columbia, Canada; Mem Catania Stahley, University of Central Florida, Brevard Campus; Peg Walther, City University, Renton, Washington; Virginia Witucke, Central Michigan University; Jennifer Wu, North Seattle Community College and College Librarians and Media Specialists (CLAMS).

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School Library Studies (MA)

Teacher librarian master's and endorsement program.

Preparing teacher librarians to serve as leaders in technology and literacy, teachers of digital citizenship, media specialists and advocates for lifelong readers.

• Online master's degree and Iowa school teacher endorsement program - including options for elementary (#108), secondary (#109), or K-12 (#174) endorsements
• Next cohort begins: August 2024  -  Apply now!

You may be eligible to receive a $2,000 Online & Distance Education Scholarship  -- complete the application today!

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Entirely Online | 30 Credits | 2 Years

• Mentored by K-12 faculty where you'll find a K-12 connection infused throughout all courses
• Courses prepare you to teach technology and literacy and lead school-wide learning, through co-planning, co-teaching, and providing print and digital resources to students and teachers
• This program is for those looking to become K-12 teacher librarians and/or qualify for one or more of the Iowa teacher librarian -- K-8 Elementary School Teacher Librarian – #108, 5-12 Secondary School Teacher Librarian – #109, or K-12 School Teacher Librarian – #174 endorsements

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As an Online & Distance Education student, you’ll have a dedicated Enrollment Contact and Program Coordinator to assist you with registering for classes, navigating the course sequence and billing process, preparing for graduation and much more.

Students only interested in the Iowa School Librarian endorsements should contact the department at  [email protected]  for advisement.

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Delivered Entirely Online

All coursework is offered online. Most courses meet once a week in the evening via Zoom interactive video conferencing and are supported using Blackboard, a learning management system. View the course sequences below:

  ‌Fall 2023 Cohort   ‌Fall 2024 Cohort  

Our graduates are prepared to become:

• Teacher librarians
• Teacher leaders
• Technology integrationists
• Instructional coaches
• Curriculum directors

Individualized Support Services

Throughout every step of your program, you'll have a dedicated team of support staff ready to assist you. You'll also have access to UNI services such as:

• Personalized academic advising
• Support from Financial Aid, Career Services and Rod Library staff
• Academic support and tutoring opportunities from the Learning Center
• Access to student accessibility services and staff
• Technical support assistance

Courses Required for Iowa Licensure for Teacher Librarians

Iowa Teaching license + MA in School Library Studies: 30 credits

• SLS 5114 Introduction to the School Library Program (3)
• SLS 5115 Organization of Information (3)
• SLS 5132 Library Resources for Children (3)
• SLS 5134 Library Resources for Young Adults (3)
• SLS 6223 Elementary School Library Curriculum (3)
• SLS 6225 Leadership in the School Library Program (3)
• SLS 6230 Technologies for Libraries (3)
• SLS 6250 Secondary School Library Curriculum (3)
• SLS 6295 Research in Library and Information Science (3)
• SLS 6290 Practicum in School Libraries (3)

Iowa Elementary Teaching license + courses:  24 credits

• SLS 6223 Elementary School Library Curriculum (3)

Iowa Secondary teaching license + courses:   24 credits

• SLS 6250 Secondary School Library Curriculum (3)

Admission Requirements

To be admitted, students must have:

• An applicant statement (limit 500 words) in response to a question about teacher librarianship. The question can be found in the online application and the statement should be uploaded as a PDF (the statement will be waived for applicants with a prior master's degree).
• 3.0 GPA in a completed degree program
• Teaching license or completion of teacher education coursework
• Along with the application, students should have their official transcripts sent directly to the Office of Admissions

Scholarships & Financial Aid

Financial aid and scholarships are available for both part-time and full-time graduate students in the online School Library Studies program. To get started, contact the UNI Financial Aid Office for information and for assistance with filing out the FAFSA. Graduate students enrolled in 5 or more credits per semester can qualify for some forms of federal financial aid.

Teach Iowa Scholars and Teacher Loan Forgiveness   Since teacher librarian is one of the  Iowa Teacher Shortage Areas  designated annually by the Iowa Department of Education, students who earn a degree in School Library Studies may be eligible for forgivable loans or grants through both state and federal programs.  This program provides for educators teaching in shortage areas and/or low-income schools. These programs are administered by outside agencies, but it is recommended that you first consult with the UNI Financial Aid office about these options.

TEACH Grant The federal program provides grants to students earning degrees in shortage areas including teacher librarianship. Eligible graduate students must contact the UNI Financial Aid office to request to have the TEACH Grant added to their financial aid offer.

Scholarships

College of Education (COE) Scholarships The Be Well School Library Studies Endowed Scholarship and the Rigmor Madsen Scholarship Endowment Fund give funding to students in School Library Studies, with the Rigmor Madsen scholarship giving priority to a non-traditional female student. Applications are due by April 1.

The COE Dean offers Dean’s Graduate Scholarships of $1,500 to multiple students.  Apply for the COE Dean's scholarship here.

ODE Scholarship UNI Online & Distance Education offers scholarships to degree-seeking graduate students. Qualified applicants will be awarded a $2,000 scholarship ($500 each fall and spring term). Submit your ODE scholarship application online.

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Joanna Freking

"I thought I knew what teacher librarians do, but being in the program has really opened my eyes. The professors are very knowledgeable and experienced. This has been a great opportunity."

Class of 2016, School Library Studies MA

Heather Wood

"The learning that I experienced during the School Library Studies program was incredible!  I definitely 'didn't know what I didn't know' when I began this process, and there were times during the process that I questioned my sanity, things didn't make sense and I struggled.  However, I discovered that the more I learned through my classes, the more everything made more sense!"

Class of 2022, School Library Studies MA

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Library Science, BS Ed

Bachelor of Science in Education Degree with a Concentration in Library Science

The online Bachelor of Science in Education (BS Ed) degree in Library Science is designed for those with a passion for enhancing the quality of life in their communities, campuses and schools by strengthening the link among individuals, information and technology.

Total Credits

Cost Per Credit

The changing nature of skills required for 21st-century public, academic and special libraries has created a high demand for well-educated, credentialed, community-wise, digitally-skilled information professionals.

Online Library Science, BS Ed students enjoy:

• Meeting and learning alongside librarian professionals in their geographic area and collaborating with students around the world.
• A fully accredited program by the Higher Learning Commission meeting eligibility requirements for those seeking to pursue a graduate degree.
• Accessible, award-winning faculty with a deep knowledge of librarianship.
• Access to campus services, including library resources, technology services and advising.
• A high-quality undergraduate library science program available online.

The success of this program is demonstrated through our students. Graduates from UNO's Library Science programs enjoy very high employment placement rates upon graduation. In particular, this program boasts an employment placement rate of nearly 100% after graduation. This program has produced nearly a third of all Nebraska library leadership.

Additional opportunities demonstrated by our alumni include:

• Collaborating on projects with faculty members which include in-depth research in academic libraries.
• Advocating for clients through law libraries.
• Designing and implementing community-wide collaborative projects.
• Curating rare collections of materials in museums.
• Disseminating information about current treatments in medical libraries.
• Supporting innovation in business and industry through corporate libraries.

Additional Program Information

For up-to-date application, course and licensure information, visit the campus program page.

The University of Nebraska at Omaha is dedicated to the city and state in its name. As the University of Nebraska's metropolitan university campus, no fences or barriers separate students from the opportunities offered by the greater Omaha area. The campus addresses real issues, by providing relevant learning opportunities that uniquely prepare graduates as professionals and active members of their community so they can transform and improve the lives of those on a local, regional, national, and international level.

Career Outlook

The changing digital landscape has created demand for skilled information professionals in a variety of settings such as academic or community libraries, law, museums or any industry requiring archiving or curating services. According to the U.S. Bureau of Labor Statistics, employment for Librarians and Media Collections Specialists is projected to grow 9.1% in the U.S. by 2030 and employment for Educational Instruction and Library Workers is projected to grow 8%, faster than the average for all occupations.

Career paths may include:

• Library technician or director
• Media specialist
• Museum technician or conservator
• School librarian

Finance Your Education

The University of Nebraska offers some of the most affordable tuition rates in the region, particularly for our online programs. Explore the array of funding options to finance your education in a way that makes sense for you.

Online tuition rates are calculated by credit hour and college offering the course and, because the University of Nebraska is a public institution supported by Nebraska taxpayers, Nebraska residents may receive a lower tuition rate than out-of-state students.

If you are a college student considering transferring courses, an adult returning to college or a high school student with college credit, Transfer Nebraska is for you.

Verify this program is permitted in your state.

Distance Education State Authorization Dashboard

Similar Programs

Library Science, BMS

University of Nebraska at Omaha

Learning Design and Technology, MS Ed (School Librarian)

University of Nebraska at Kearney

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Library Distance Education: Home

• Choose a Topic
• Find Background Information
• Create a Keyword List
• Get Ready to Search
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Welcome Distance Education Students

Welcome to the El Paso Community College Library distance education guide.

Here you will find a great number of library sources to use for all your research projects.  Click on the tabs above to get started.

On our EPCC Library Web Page   you can click the "Get Connected" button to chat with a librarian. 

Video Tutorials - Learn how to access our databases, eBooks, catalog and much more!

• Accessing Career Resources How to access career resources using our library resources
• Accessing eBooks Using our eBook collection.
• Accessing Library Databases Learn how to use our online databases.
• Helpful Internet Websites EPCC Library Helpful Internet Websites
• How to get to our Catalog Using our online catalog to search for physical books.
• Online Databases Advanced Keyword Searching Part 1 Overview
• Online Databases Advanced Keyword Searching Part 2: Databases Different Features
• Online Databases Advanced Keyword Searching Part 3: Strategies & Tips
• Quick Online Literature Resources How to access literature resources using our library.
• Researching informative, descriptive, how-to topics at the library Research on "how -to, descriptive or informative paper. more... less... So, you have to research a topic for a how-to, descriptive, or informative paper and/or speech. You've come to the right how-to video! Let's say you want to research how to make lasagna, as well the history of this Italian dish. Using this example, let’s dive into the online catalog and databases to find magazine & journal articles, eBooks, and print books.

Library Newsletter

• Library Newsletter EPCC Districtwide Library Newsletter Vol. 4 Issue 1.

Message a Librarian

Library instruction request form.

• District-Wide Library Instruction Form Please fill out the District-Wide Library Instruction form to request library class instruction. Email form to the head librarian that correspondence to your campus.

Faculty Request for Online Instruction

Online Library Instruction 

Online Library Instruction is available upon request of instructional faculty for all disciplines and campuses.  EPCC instructors may request virtual library instruction for their online classes. A librarian will guide students through the basic research process and introduce them to available online library resources. Sessions can be synchronous or asynchronous and library instruction can be customized for specific assignments. 

Modalities available for virtual library instruction: 

• Synchronous:  Virtual instruction can be synchronous, offered in real time. All students, instructor and librarian are together in one virtual room interacting. Using Blackboard Collaborate Ultra.  • Asynchronous : a librarian can provide materials that you can post on your Blackboard for students to access at any time: Such as, pre-record a video or provide your students with information through a LibGuide. District wide librarians will do their best to ensure that posted materials are accessible (e.g., videos will be captioned). Materials posted can remain in your course shell for the rest of the semester.  • Embedded librarian:  A librarian can be enroll in your Blackboard course in the Teaching Assistant role for the reminder of the semester to provide instruction covering library research skills synchronous, asynchronous or a mix of both. The librarian will only post what she/he has discussed and confirmed with the instructor. To schedule online library instruction please email your Head Librarian: 

Northwest Lorely Ambriz  [email protected]  Mission del Paso Norma Ballenger  [email protected]  Rio Grande Kristin Sanchez  [email protected]  Valle Verde Oscar Baeza  [email protected]   Transmountain Carlos Humphreys  [email protected]  Dual Credit/Early College Diana  Olivares [email protected] 

• Next: How to Get Started >>
• Last Updated: Feb 13, 2024 11:22 AM
• URL: https://epcc.libguides.com/DistanceEducation

Distance Education

Library services for elearners and distance learners, for students.

Use your Onyen and password to access library e-resources. If you are taking self-paced classes through the Friday Center and do not have an Onyen, you will use your PID and the email address you have on file with the library to get access.

Consultations

Schedule a  consultation with a librarian via Zoom, phone, or email for research assistance.

The libraries often host course readings for your classes. View our Course Reserves site for links to electronic reserves, paper or media reserves, Health Sciences Library reserves, and other information about accessing reserve materials. (access requires Onyen and password).

Plan a visit to the UNC-Chapel Hill campus libraries by checking our Visitor Information page for hours, directions, parking, and more.

Libraries in your area

Using your UNC One Card, you can check out books from Cooperative Libraries in the Triangle Research Library Network (TRLN) and UNC System.

For Instructors

Collections.

Request e-books and other online materials to support your online courses. Email Angela Bardeen .

Streaming Video

Find streaming videos for your online course.  Contact  Winifred Metz with questions about video and other media.

Connecting in Sakai

• Select  Site Info  from the left hand menu.
• Select  Edit Tools  from the top options under the title of your Sakai site.
• Check the box next to  Library Guide  on the alphabetical list of tools.
• Scroll to the bottom of the page and click  Continue .
• Click  Finish  to complete adding the Library Guide tab to your Sakai site.

Link Builder

Use Link Builder to connect students with articles.

Consult with a librarian via Zoom, phone, or email to identify specific research resources available for your course. We can also create a course research guide that highlights relevant resources to help your students with their research assignments.

Instruction Sessions

Have a librarian tailor online library instruction via Zoom or Sakai for your class research assignment. Request a session .

• Course Reserves

Place readings and video on Course Reserves . Give us the citation, a photocopy, or PDF. We will get it online and navigate copyright for you. (access requires Onyen and password).

Distance Education Students and Faculty

Distance education students and faculty who do not live in Chapel Hill or Carrboro may request delivery of books and scanned copies of articles from UNC-Chapel Hill or other locations. To request materials, you must register for the Interlibrary Loan Borrowing (ILB) Service. Log on with your UNC Onyen and password and complete the first-time user registration form. On the registration form choose DISTANCE EDUCATION as your “Status.”

When completing the request form, enter the course number in the “Additional Notes” field. For example, “Carolina Courses Online: Art31.”

Books are mailed to you via the U.S. Postal Service, and return postage is included. Photocopies are delivered electronically to your ILB account. Materials requested from other libraries will take longer to obtain, so please be sure to enter the date by which you need the item to allow sufficient time. There is no charge for this document delivery service.

Books will be checked out to your account and must be received by the ILB Office by the due date in order to avoid late fines. Books that have no renewal restrictions may be renewed online through your ILB account. Please renew books two to three days before they are due.

Researchers at a Distance

Currently enrolled UNC students and current faculty who are researching at a distance from Chapel Hill (both nationally and internationally) may request materials from UNC-Chapel Hill. To request materials, you must register for the Interlibrary Loan Borrowing (ILB) Service. Log on with your UNC Onyen and password and complete the first-time user registration form.

When completing the request form, be sure to note in the “Additional Notes” field that you are researching at a distance.

Books are mailed only within the contiguous United States via the U.S. Postal Service. Books will be checked out to your account and must be received by the ILB Office by the due date in order to avoid late fines. Books that have no renewal restrictions may be renewed online through your ILB account. Please renew books two to three days before they are due. There is no charge for this document delivery service.

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Distance Education Library Services: Home

• Doing Research
• Getting books, articles, etc.
• Chicago Style
• Streaming Video through UI Libraries
• UI Libraries' Proxy Server Address

Am I a Distance Learner?

• Anyone is welcome to use the links and information provided in this guide, but a good rule of thumb is that you are generally better off coming to the library if that is convenient for you.
• If you are significantly away from campus (outside the Iowa City area, studying abroad, etc.) these pages are designed with you in mind.

Dan the Librarian

Distance and online education.

• Distance and Online Programs

Contact the Distance Education Librarian

• 319-335-5256
• [email protected]
• Chat using the widget to the right
• Schedule a research consultation

Distance Education Librarian Dan Gall is normally available during Central Time business hours and will respond as soon as possible to any messages.

University of Iowa students, instructors and staff can also use the Ask A Librarian services at the Main Library , Pomerantz Business Library and Hardin Library For the Health Sciences .

• Next: Doing Research >>
• Last Updated: Feb 2, 2024 5:03 PM
• URL: https://guides.lib.uiowa.edu/distance

• Introduction
• Publications
• School Board
• Minutes of School Board
• Bachelor of Library and Information Science (BLIS)

i) Bachelor’s degree with 50% marks ( 45% for students of SC/ST/OBC/PH category) OR  ii) Bachelor’s degree with a Diploma ( one year) in Library Science OR  iii) Bachelors Degree with two years of working experience in a Library & Information Centre   

• Programme overview
• Related Information

Course Overview

The Bachelor’s Degree Programme in Library and Information Science (BLIS) was started by IGNOU in 1989 in response to the demand for large number of trained human resource in the field of library and information activities. Such human resources are required to occupy various positions in libraries, documentation centres and information centres/institutions in the country at various levels. Over the years there have been tremendous changes in the field of library and information science due to the development of information communication technologies, particularly the computer and communication technologies, storage technologies and multimedia technology.These developments are changing the traditional face and concepts of all kinds of libraries and information institutions. The University, therefore, felt the need for accommodating new developments in the course contents of the BLIS Programme, already in operation, to meet the challenge of the changing needs. Looking at the tremendous demand of the BLIS Programme and the changing scenario of the library and information activities, the BLIS Programme was completely revised and offered in 2000. Library and Information Science (LIS) as a discipline is undergoing paradigmatic changes amidst the technology revolution in the society. The networked society requires instant access to information. User needs have undergone a sea change. LIS professionals need to update and reorient themselves to serve their users in this changing scenario.LIS schools should also update their curricula to prepare the professionals to equip themselves to face these changes. It is in this context that IGNOU once again updated its BLIS Programme in 2014.  

The examination relating to BLIS Degree has two components:

i) Continuous Evaluation (CE) 30% weightage

ii) Term End Examination (TEE) 70% weightage

CE is related to the assignments that each student has to submit before being

declared eligible to appear for the TEE. There will be one assignment each for all

the courses. The assignment for the course BLIE-227 is practical only. In the

courses, BLI-224- 225, and BLIE-228-229 there is a practical component also. A

student has to secure minimum pass marks (40%) in the assignments. The

evaluation of the performance of the student in Tutor Marked Assignments

(TMAs) will be done by the counselors and marks will be awarded to each

student. A student of BLIS Programme is required to secure a minimum of 40%

marks in continuous evaluation of a course and 40% in Term End Examination

(TEE) of that course separately in order to become eligible for award of Bachelor’s

Degree in Library and Information Science.

On the basis of the aggregate marks obtained in all the courses (theory and

practicals) the division will be awarded as under:

Division Aggregate

1st 60% and above

2nd 50% and above

Pass 40% and above

Candidates who obtain marks below 40% or who miss to attend the TEE may

appear at the subsequent TEE and complete the Programme. This facility will be

available to the students until she/he secures a pass percentage in all courses

missed earlier. But, the maximum period provided for a student to complete the

Bachelor Degree Programme in Library and InformationScience is four years from

the date of her/his registration into the Programme. In case a student is not able

to secure the pass percentage in four years, s/he has to re-register as a fresh

candidate, in case s/he wants to pursue the Programme.

Other Programmes

• Master's Degree
• Masters of Arts (History) (MAHI)
• Master of Arts (Anthropology) (MAAN)
• MA in Psychology (MAPC)
• Master of Arts (Sociology) (MSO)
• Master of Library and Information Science (MLIS)
• Master of Arts in Gandhi and Peace Studies (MAGPS)
• Master of Arts (Public Administration) (MPA)
• Master of Arts (Political Science) (MPS)
• Master of Arts (History) (MAH)
• Master of Arts (Economics) (MEC)
• PG and Advance Diploma
• PG Diploma in Mental Health (PGDMH)
• Post Graduate Diploma in Gandhi and Peace Studies (PGDGPS)
• Post Graduate Diploma in Disaster Management (PGDDM)
• Post-Graduate Diploma in Library Automation and Networking (PGDLAN)
• PG and Advance Certificate
• Post Graduate Certificate in Gandhi and Peace Studies (PGCGPS)
• Bachelor's Degree
• B.A. Honours History (BAHIH)
• Bachelor Honours Public Administration (BAPAH)
• B.Sc. Honours Anthropology (BSCANH)
• B.A. Honours Sociology (BASOH)
• B. A. Economics Honours (BAECH)
• Bachelor of Arts (General) (BAG)
• B.A Honours Political Science (BAPSH)
• B.A. Honours Psychology (BAPCH)
• Certificate
• Certificate Programme in Library and Information Science (CLIS)
• Certificate Programme on Life and Thought of B.R. Ambedkar (CLTA)
• Certificate Programme in Peace Studies and Conflict Management (CPSCM)
• Certificate in Disaster Management (CDM)
• Certificate in Environmental Studies (CES)

Employee Section

Mail Service

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Other Links

Jambudweep e-Journal of Indic Studies

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Videos of NAAC Peer Team Visit (2021)

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Frequently Useful Links

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Audio Resources of EMPC

Video Resources of EMPC

Schedule of Gyandarshan channels

Subscribe for Updates

[Updated on 10-Apr-2024]

© 2024 Indira Gandhi National Open University. All rights reserved

• ABOUT THE INSTITUTE
• HIGHER EDUCATION
• PRE-UNIVERSITY PROGRAMS
• CERTIFICATION TESTING
• ACCOMMODATION
• GETTING TO THE INSTITUTE
• DOCUMENTS REQUIRED
• THE PROCEDURE

Foundation (pre-UNI) department for foreign citizens

Foundation (pre-UNI) department offers Russian language courses for foreign citizens who would like to pursue higher education at Pushkin Institute or other universities of Russia. The courses abide by “Requirements for a minimum content and level of training of graduates of faculties and departments of pre-university education for foreign citizens.”

Profiles of training at the Foundation (pre-UNI) department

• humanitarian
• medical and biological
• natural science
• engineering and technology

The courses include:

• – humanitarian profile – Russian language, social studies, history and literature;
• – natural science profile – Russian language, mathematics, physics and chemistry;
• – engineering, technical and technological profile – Russian language, mathematics, physics and computer science;
• – economic profile – Russian language, social studies, history and mathematics;
• – medical and biological profile – Russian language, chemistry, biology and physics.

Total amount of the curriculum is 2,376 academic hours.

The tuition fee for the 2023-2024 academic year is 270,080 roubles.

Training periods : from September 01, 2023 to June 30, 2024 and from October 02, 2023 to July 31, 2024.

Enrollment for training

To enroll in full-time education, you should:.

For visa support, you need not later than 2 months before the start of your studies:

• Send by email [email protected] pages of your passport with a photo, personal data, the date of issue of the passport, its validity period (including renewal).
• Fill out the form

The staff of the Institute will respond to you by email within 10 days after receiving the questionnaire. The Institute draws up and sends you an official invitation. If there is no response, send a letter indicating the name, surname, citizenship and date of filling out the questionnaire to the address [email protected] .

To enroll in distance learning, you should:

Send a completed application form and scanned copies of your passport pages with photo, personal data, passport issue date and expiration date in JPEG format (*.jpg, *.jpeg) to the Institute not later than 2 weeks before the start of training. The passport must be valid during the distance learning period. The Institute staff will respond to you by email within 10 days after receiving the questionnaire.

• [email protected]
• [email protected]
• [email protected]

MUS ED 350: Introduction to Teaching Music

• Tracing Claims about Music Education
• Researching Song History

Tracing Advocacy Claims

• Class Demo Example: Save the Music
• Infographic with Citations

Scholarly Search Tools

• RILM Abstracts of Music Literature Contains extensive and international collection of abstracts and bibliographic records focused on music and music related subjects. Indexes books, book chapters, and dissertations, as well as periodicals. Content dates from late 18th century to the present.
• Education Research Complete Education Research Complete is a bibliographic and full text database covering all areas of education. Topics covered include all levels of education from early childhood to higher education, and all educational specialties, such as multilingual education, health education, and testing. The database also covers areas of curriculum instruction as well as administration, policy, funding, and related social issues.
• PsycINFO (APA) PsycINFO is the core database for searching academic, research, and practice literature in psychology. Search the database for citations and summaries of psychology literature published in journals, books and dissertations. Also search here for psychological aspects of related fields such as medicine, psychiatry, nursing, sociology, education, pharmacology, physiology, linguistics, anthropology, business, law and others. It includes over one million citations and summaries. 98% of the materials included here are peer reviewed.

Performing Arts Data Resources

• National Arts Statistics and Evidence-based Reporting Center New reporting center for national data on arts participation, etc., with reports and infographics.
• National Archive of Data on Arts & Culture (NADAC) Datasets from federal surveys and initiatives.
• Americans for the Arts Research Reports Research reports based on data collected by Americans for the Arts, largely focused on economic impact of and business support for the arts.
• NEA Arts Data Profiles Analysis of arts-related data by the NEA.
• Wisconsin Arts Education Data Dashboard Datasets about arts education in Wisconsin schools, filterable by discipline, county, school type, etc.

Government Sources & Reports

• National Center for Education Statistics
• Next: Researching Song History >>
• Last Updated: Apr 8, 2024 10:48 AM
• URL: https://guides.library.uwm.edu/mused350

• Skip to main content
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Solar eclipse 2024: Follow the path of totality

Solar eclipse, what you need to know to watch monday's total solar eclipse.

The NPR Network

A stunning celestial event is visible across the country Monday, when the moon crosses directly in front of the sun: a total solar eclipse. For those in the path of totality, there will be a few brief moments when the moon completely covers the sun and the world becomes dark.

Traveling for totality? Skip ahead.

This will be the last chance to catch a total solar eclipse in the continental U.S. for about 20 years, so here's what you need to know to safely enjoy!

When is the eclipse?

April 8, 2024 there will be a total solar eclipse that crosses from the Pacific coast of Mexico through the United States.

What is totality and why it matters

According to NASA , totality will start around 11:07 a.m. PDT/1:07 EDT in Mexico and leave Maine at around 1:30 pm PDT/3:30 pm EDT.

Here's what time the eclipse will be visible in your region

Check out this table for when the partial eclipse and totality are visible in each region or check by zip code here.

A partial solar eclipse will be visible across the contiguous United States, so even if you're not directly in the path, you should be able to see something special, weather permitting.

Unable to get to totality? We'll be sharing highlights here from across the NPR Network throughout the day Monday if you can't see it in real time.

Where to see totality?

More than 30 million people live in the path of totality for Monday's eclipse, and many more in nearby areas.

Here's what we know about Monday's weather forecast.

Why totality matters

As NPR's Neil Greenfieldboyce explains , "During a total eclipse, the sky darkens suddenly and dramatically . The temperature drops. Stars come out. Beautiful colors appear around the horizon. And the once-familiar sun becomes a black void in the sky surrounded by the glowing corona — that's the ghostly white ring that is the sun's atmosphere."

Eclipse Science

For april's eclipse, going from 'meh' to 'omg' might mean just driving across town.

A partial eclipse, while still a fun experience, is hardly as dramatic. Those with a view of the partial eclipse will see crescent-shaped shadows like those seen here in 2017.

How to watch safely

If you plan to look directly at the eclipse (partial or totality), you're going to need eclipse glasses handy because looking directly at the sun without proper protection ( traditional sunglasses don't count! ) can be harmful to your eyes.

The perfect celestial soundtrack to the total solar eclipse

As NPR's Joe Hernandez explains, "Proper eye protection must be worn throughout a total solar eclipse — except for the roughly 3 1/2 to 4 minutes when the moon fully obscures the sun, a brief period known as 'totality.' (You will need to take your glasses off during totality to actually see it.)"

If you don't have access to eclipse glasses, you can get crafty with things you have around the house ( like some of us did back in 2017!) More on that here.

Traveling for totality?

The celestial event is driving a ton of domestic travel to the path of totality. If you're headed out of town to view the eclipse, here are some NPR Network resources for areas in the path of totality:

Texas The path of totality crosses through the Lone Star State, with some areas expecting a possible influx of visitors in the hundreds of thousands to catch prime viewing. Our member stations across the state have gathered local resources to help you navigate the region and the eclipse!

• San Antonio: Check out the latest from Texas Public Radio
• Dallas: Explore KERA's coverage for the latest
• Austin: Head to KUT for the best local resources

Arkansas The eclipse will be cutting through the state, putting Little Rock in the path of totality. Check out Little Rock Public Radio for local resources.

The southwestern edge of the state will be well-positioned to witness the total solar eclipse this year. Kentucky Public Radio is covering the eclipse throughout the region, from Kentuckiana eclipse mania to the University of Louisville's free class about the celestial event. Keep an eye on WKMS for the latest local updates.

Missouri The southeastern corner of the state will be in the path of totality, crossing across towns like Whitewater and Ste. Genevieve. Head to St. Louis Public Radio for local coverage and resources. Illinois Carbondale seems to have won the eclipse lottery, being in the path of totality both in 2017 and for this year's eclipse . For resources from across the state, check out Illinois Public Media .

Indiana A huge portion of the state will be within the path of totality, giving cities across Indiana, including Bloomington and Indianapolis, prime viewing of the eclipse.

• Bloomington: Check out Indiana Public Media
• Indianapolis: Head to WFYI for the latest
• Fort Wayne: Just north of the path of totality, WBOI has resources for the Allen County area

Ohio The Buckeye State is getting bisected by this year's path of totality, plunging a number of the state's most populous areas into darkness for a few minutes on Monday.

• Cleveland: Head to Ideastream Public Media for the latest.
• Columbus: With the capital city just south of totality, head to WOSU for regional resources.
• Cincinnati: Totality will just miss the border town. Here are some tips from WVXU on how to navigate the eclipse in the region.

Pennsylvania Only the northwestern-most corner of the state will catch totality, with views from the lakeside in Erie being particularly well-positioned for a stunning viewing experience. WESA has more from across the region.

Plan to watch the eclipse from a wild mountain summit? Be ready for harsh conditions

New York Buffalo, Rochester, Syracuse and Plattsburgh will fall under the path of totality on Monday. If you're planning to travel to the region for the best views, here are some local resources to stay safe and informed:

• Buffalo: Head to WBFO for the latest
• Syracuse: WAER has more on plans in the Salt City
• North Country: NCPR has the latest from across the region, as well as information on local viewing events to check out

Vermont The Green Mountain State will see totality across its most populous region, including Burlington and Montpelier, as well as the Northeast Kingdom on the Canadian border. Vermont Public has everything you need to know to navigate your time in the region to enjoy the eclipse safely. New Hampshire The northernmost region of the Granite State will be in the path of totality, providing prime viewing to those in Coos County. NHPR has info on local events, travel updates as well as special coverage with New Hampshire Public Television. Maine The last state in the path of totality in the U.S., much of Northern Maine will be positioned for prime viewing. The rural region is preparing for an influx of visitors, and safety officials are encouraging visitors and locals alike to be prepared. Maine Public will be covering the eclipse and has everything you need to know to navigate the region safely.

How to document the eclipse safely

With the ease of cell photography , it can be tempting to reach for your phone to document the eclipse and the moments of totality, but make sure to do so safely.

As NPR's Scott Neuman explains , "For starters, you'll need to wear eclipse glasses or similar protective eye gear while aiming your camera or even just observing the eclipse."

Feeling ambitious? Here are a few more tips.

Or if you're not inclined to capture the moment visually, you lean into some other forms of creative expression. Indiana, for example, has named Linda Neal Reising the official poet in the state for this year's eclipse.

As former NPR reporter and eclipse superfan David Baron shared with Life Kit , viewing totality "[is] like you've left the solar system and are looking back from some other world."

So consider focusing on being present in the moment to enjoy the celestial spectacle.

More resources to enjoy the eclipse

• Sharing the eclipse with tiny humans? Check out these kid-friendly total solar eclipse learning guides from Vermont Public's But Why, and this great explainer from KERA Kids on the difference between a solar and a lunar eclipse.
• Want to see how a solar eclipse alters colors? Wear red and green on Monday
• Plan to wander into the wild for the best view? Here are some tips from outdoor experts.
• Tips from Bill Nye on the best ways to enjoy the eclipse.

NPR will be sharing highlights here from across the NPR Network throughout the day Monday if you're unable to get out and see it in real time. NPR's Emily Alfin Johnson compiled these resources.

• 2024 eclipse