Daniel E. Feinberg, Online Learning Librarian
Sarah Moukhliss, STEM Online Learning Librarian
Thomas G. Carpenter Library
University of North Florida

Abstract

Historically, the role of Online Learning Librarians (OLLs) has been ambiguously defined within the literature. This paper, authored by two OLL colleagues at the University of North Florida, aims to clarify the roles and perspectives of an OLL and a STEM OLL, thereby contributing to the clarity of their profession and the existing literature. The authors also explore key attributes that new professionals can develop to succeed in this dynamic role, addressing common questions posed by colleagues and faculty.

Introduction

At many institutions, Online Learning Librarians (OLLs) have become crucial in supporting and facilitating the use of digital resources, online tools, and educational strategies in online learning environments. This is especially important as online and hybrid courses grow in popularity. However, at the midsized institution discussed in this article, the University of North Florida (UNF), the role of an OLL extends beyond being a resource provider. Unlike most universities, the University of North Florida’s instruction unit of public services employs two OLLs: an OLL that is a generalist, and a STEM OLL. While these librarians work for the library, they also work for the Center for Instruction and Research and Technology. These librarians are key in helping professors navigate online resources, fostering information literacy, and ensuring effective student engagement with digital content for coursework and research.

This paper will describe UNF’s choice for investing in two Online Learning Librarians and the roles they play in Open Education curation and instruction. For consistency, the authors will use the term OLLs moving forward. Then, they will discuss how the two positions evolved to take on new responsibilities and roles in response to the surge in online enrollment and the lasting impacts of COVID-19. Finally, they will answer common questions they receive from colleagues outside of the university with the intent to prepare new OLLs entering the exciting profession.

Institutional Context

The University of North Florida (UNF) is a mid-sized public institution that offers a diverse range of instructional modalities, including face-to-face, distance learning, and hybrid courses. Serving a global student population, UNF is committed to a student-centered approach that supports learners from the freshman level through to doctoral programs. In 2017, it became increasingly evident that students pursuing majors with high textbook costs were facing significant financial barriers. These rising expenses—combined with the costs of tuition, housing, and other academic necessities—were preventing many students from enrolling in required courses. In response, UNF launched an initiative in collaboration with faculty members, an Online Learning Librarian (OLL), and the instructional design team to develop open-access courses. The primary objective of this initiative was, and continues to be, to reduce the overall cost of education and enhance accessibility for all students.

Literature Review

The online learning environment—and by extension, distance learning—has been evolving for over three decades (Cannady et al., 2013). Naturally, Online Learning Librarians (OLLs) have been part of that evolution, supporting virtual education in various capacities. While their presence may have been sparse in the early years, Woods (2022) argues that the COVID-19 pandemic effectively turned all librarians into online librarians. The crisis created a shared professional experience, pushing librarians to deliver research support and instruction remotely through consultations, virtual instruction, and embedded services.

But what does the role of an OLL look like beyond the pandemic? Sometimes referred to as Online and Hybrid Learning Librarians (OHLLs), these professionals often mirror the responsibilities of instruction and public services librarians. They may provide reference services, lead research consultations, conduct instruction sessions, and frequently embed themselves in online courses (Woods, 2022). However, their role often extends further, encompassing broader responsibilities related to online learning within their departments (Reed et al., 2022; Willenborg & Withorn, 2021; Withorn & Willenborg, 2020).

For those who hold the formal title of OLL, involvement in institutional initiatives aimed at enhancing the educational experience is often expected (Breitkopf, 2018). Cannady et al. (2013) emphasize that building relationships with students and stakeholders—both on and off campus—is essential to success. As such, OLLs engage with both in-person and remote communities. While this outreach isn’t unique to OLLs, it’s increasingly relevant as students turn to the internet for fast access to information and scholarly content (Öğrenci, 2013).

Given the widespread shift to online services during the pandemic, it’s somewhat surprising that the definition of an OLL remains elusive. As Withorn and Willenborg (2020, p. 111) note, “[w]hile there is clearly a need in academic libraries for functional specialists in online learning, it remains unclear how online learning is defined and how the role of an online learning librarian fits into existing models for reference, outreach, and information literacy instruction.” At some institutions, OLLs focus primarily on distance learning, while at others, they juggle both online and face-to-face responsibilities (Cannady et al., 2013; Willenborg & Withorn, 2021).

Beyond instruction, OLLs are increasingly involved in promoting open access (OA) initiatives. Collaborating with colleagues worldwide, many OLLs advocate for the adoption of OA resources and policies in higher education to benefit both students and faculty (Dickson, 2024). These efforts help reduce the cost of course materials for students while also improving faculty access to research. Libraries that take a programmatic approach to online learning often prioritize support for fully online or distance degree programs (Withorn & Willenborg, 2020).

A key part of this support includes leveraging open-access repositories and promoting models that are truly accessible across geographic and economic boundaries (Dickson, 2024). As textbook costs rise and course materials quickly become outdated, OLLs and faculty are encouraged to collaborate in sourcing instructional content from OA platforms.

So, where might the role of the OLL be headed? Hedreen et al. (2012) offer a fascinating example that once seemed like science fiction but became reality with the rise of the virtual platform Second Life 2.0. This multi-user environment allowed users to create avatars and interact in a digital world. As the platform grew, users built virtual libraries, hosted book clubs, and even offered reference services. Vendors took notice—EBSCOhost provided a trial database, and OCLC introduced a virtual chat reference service. The virtual world was taken seriously not just by librarians, but by the broader information services community as well (Hedreen et al., 2012). Hedreen (2012) discussed this a little over a decade ago. One can only imagine that if the metaverse evolves and grows, the online librarian’s role may evolve. Hollister and Lee (2022) contend that college and university curricula in Library and Information Science must evolve to include courses focused on metaverse technologies. This shift is essential not only to prepare future librarians for emerging digital environments but also to maintain a strong emphasis on accessibility, stakeholder collaboration, and inclusion in library education.

The History of the University of North Florida’s Service Model: Having an OLL and a STEM OLL

In 2017, UNF hired a new OLL as a faculty-ranked librarian, jointly appointed by the university library and the Center for Instruction and Research Technology (CIRT). This position was created to lead the Open Education Resource (OER) Initiative, which involved faculty signing up for training to learn about OER and the process of replacing costly textbooks with OER content. Although open access was not new in higher education, it gained popularity on this campus, quickly becoming too large for one OLL to manage. The initiative grew steadily, partly due to financial incentives for creating and maintaining courses without requiring students to purchase textbooks. Faculty members at the University of North Florida who collaborated with Online Learning Librarians and Instructional Designers in the development of Open Educational Resources (OER) courses received financial stipends in recognition of their efforts. These stipends served both as compensation for the significant time and expertise required to redesign course content using openly licensed or library-supported materials and as an incentive to promote the adoption of OER across academic disciplines. This collaborative model not only supported faculty in navigating the complexities of OER integration but also reinforced the university’s commitment to reducing student costs and enhancing access to high-quality educational resources.

As the initiative expanded, the original OLL needed more support, especially for Science, Technology, Engineering, and Math (STEM) courses, which required significant time and expertise. Lacking a STEM background, the OLL struggled to balance resource curation and content creation. Therefore, after two years, the institution hired a STEM OLL. This addition proved beneficial, as many STEM professors required assistance, significantly aiding the university. In both instances, the OLL and STEM OLL teams dedicated extensive time collaborating with faculty to identify and curate appropriate resources, including both open-access materials and those available through the university library. Within the context of the OER Initiative at the University of North Florida (UNF), library-licensed materials were recognized as eligible for use in support of open-access educational efforts.

Navigating Resource Challenges: The Evolving Roles of the OLLs at the University of North Florida

Professors involved in the university’s Open Education Resource (OER) Initiative often sought online textbooks to be purchased by the library, simplifying their resource search. While this approach sometimes worked well, it also created financial challenges and new solutions for the library’s acquisitions department. It is important to note that using library materials does not constitute true open access. The OLLs’ university supports it because students are not charged extra for library materials used in the classroom.

The OLL and STEM OLL spend considerable time working with professors and instructional designers to locate materials for their assigned courses. Their role extends beyond evaluating resources; they also help faculty create stronger courses by integrating information resources free to students, such as library guides, the library’s available databases with multimedia content, and databases with built-in e-learning content like Sage Research Methods, Sage Skills, and LinkedIn Learning videos and podcasts. These librarians have become experts in both resources available at no cost to students and open access options, incorporating such resources into their work.

A major challenge for OLLs is locating resources without having subject matter expertise in the disciplines they are researching. Finding appropriate resources for any academic discipline can be complex, especially when professors meet online with OLLs and instructional designers to determine their support needs. Although librarians are experts in finding information, there are no set rules or guidance beyond the input from the person for whom they are curating resources. This makes the job particularly difficult at times. The OLLs have found a solution by scheduling touch base meetings with their faculty to ensure curated content meets the faculty’s needs. Throughout the OER initiative at the University of North Florida, regular meetings are held between faculty members, the OLLs, and Instructional Designers (IDs) to ensure that course development remains aligned with pedagogical goals and course building deadlines. These collaborative sessions are essential for maintaining momentum in course design, addressing challenges, and ensuring the effective integration of open educational resources. The frequency and structure of these meetings are flexible and responsive to the needs of individual faculty members. While some meetings involve the full team, others are more targeted, involving smaller groups—typically two or three participants—such as a faculty member working closely with an ID or OLL. This adaptive approach allows for personalized support, fosters deeper collaboration, and ensures that faculty receive the guidance necessary to successfully implement OER in their courses.

Familiarity with educational technologies, such as learning management systems, video conferencing tools, and collaborative platforms, is essential to support the learning process and enhance user engagement. Over the past decade, the library databases at this institution did not have a way to limit searches to open-access resources or direct librarians or professors to find them. Consequently, the OLL, and later the STEM OLL, created a Springshare Library Guide (LibGuide) to provide a platform for professors to locate OER resources more easily. LibGuides are templated or homegrown websites created by librarians through the company Springshare that link to electronic or print resources. The development of the OER library guide began in 2017 and has been continuously enhanced each year to provide increasingly comprehensive support for the University of North Florida’s OER initiative. The guide opens with foundational definitions of Open Educational Resources (OER) and outlines the library’s integral role in supporting OER adoption and implementation. It then organizes resources by college and academic discipline, where Online Learning Librarians (OLLs) have curated relevant repositories, eBook collections, and other open-access materials.

A substantial section is dedicated to copyright and fair use, offering detailed guidance on how these legal frameworks intersect with open access practices. Additionally, the guide links to two specialized resources—OPEN Florida for Faculty and OPEN Florida for Students—to further expand users’ understanding of open-access content and tools. The guide concludes with information on how to publish using open-access platforms, along with contact details for both the OLL and STEM OLL, ensuring that faculty and students have direct access to expert support.

LIS 1001, Online Platforms and Tools that the Authoring OLLs Use at the University of North Florida

The Online Learning Librarians (OLLs) at the University of North Florida actively teach the one-credit course Beginning Library Research and Information Systems (LIS 1001) within the Canvas Learning Management System (LMS). Each OLL has developed unique online course content that reflects their teaching styles, supported by the flexibility and encouragement of their supervisors. While the instructional approaches may vary, the curriculum remains aligned across sections to ensure consistency in learning outcomes. For the distance learning sections of LIS 1001, the OLLs utilize tools such as Canvas Studio for spontaneous instructional videos and Camtasia for more polished, concise tutorials.

In addition to teaching, the OLLs collaborate closely with the instructional design team, recognizing the importance of using educational technologies thoughtfully and strategically. They remain engaged with emerging tools and platforms, which they may incorporate into future course iterations or faculty development workshops. Their instructional efforts extend beyond faculty support to include the creation of content for LIS 1001, which introduces students to college-level research practices. Topics covered include navigating the library website, using academic databases, conducting information literacy assessments, and applying advanced search strategies. The OLLs’ ability to tailor their content while maintaining academic rigor is made possible by the supportive environment fostered by their leadership.

The OLLs noticed that online LIS students sometimes showed disinterest in the research process. To address this, they experimented with projects and activities to balance teaching library skills and student autonomy. One OLL added a peer feedback module, while the other encouraged students to choose their topics, assessment tools, and citation styles. A significant challenge is assisting students unfamiliar with library tools and databases. Additionally, there is a cap on the number of students who can enroll in an LIS 1001 class at any given time. Thus, the OLLs recognize the broader need to educate students about research skills outside of their LIS 1001 course. To help, they collaborated with the head of library instruction to create a self-paced module and a university badging course, “Ready for Research,” which introduces library basics and allows students to earn badges that they can display on LinkedIn.

The Ready for Research badging course consists of six modules designed to prepare students for university-level research. The module titles are the following: Tour of the UNF Library Website, Academic Resources, Basic Searching Using OneSearch, Advanced Searching Using OneSearch, Exploring the UNF Database List, and Research Consultations. To complete the course, students must pass five module quizzes and submit a final assignment demonstrating advanced-level research using a subject database, OneSearch, or Academic Search Complete.

Other OLL Instruction Responsibilities at the University of North Florida

A significant aspect of the OLL’s role involves conducting online workshops for faculty on integrating digital resources into learning management systems. These workshops include training on the use of RefWorks, a citation management tool, to support faculty research and to provide instructional sessions for their students. Additionally, the OLLs offer workshops on incorporating streaming media into Canvas, the university’s learning management system. Workshops on other topics like Copyright and Open Access, sponsored by the library and the Center for Instruction and Research Technology (CIRT), are particularly popular and accessible to all faculty members. These sessions provide an opportunity for them to engage with faculty who may not be participating in the Open Education Resource (OER) Initiative, thereby promoting collaboration with library services and enhancing resource curation.

Teaching within the library’s instruction team is a core responsibility for the OLLs. They deliver traditional one-shot instruction sessions, either in person or via Zoom, for their liaison areas. By offering these diverse workshops and instructional sessions, the OLLs play a crucial role in supporting faculty and enhancing the integration of digital resources into the university’s educational framework.

Essential Attributes for OLLs at the University of North Florida

OLLs should practice honing specific qualities when joining the profession. The authors believe key qualities include interpersonal skills, patience, curiosity, persistence, and grit. Finding open-access materials can be challenging, requiring flexibility. OLLs often engage in curriculum design projects, creating research tutorials, library guides, and learning modules. They interact extensively with faculty, forming positive relationships by connecting over shared interests or accomplishments.

OLLs must remain calm and flexible as the role is forever evolving. Over the past five years, the role of OLLs has evolved significantly due to technological advances, changes in educational practices, and the shift toward remote and hybrid learning environments. The surge in online learning, accelerated by the COVID-19 pandemic, has heightened the need for robust digital literacy instruction. OLLs now offer comprehensive tutorials on databases, online citation tools, and critical evaluation of online sources, supporting faculty in integrating these resources into their teaching. OLLs are increasingly involved in supporting LMS platforms like Blackboard, Canvas, Moodle, and Google Classroom, and thus must be open-minded to learning new and different platforms. They embed library resources directly into these systems, provide research support, offer real-time help, live chat, and embed library guides within course pages. Thus, they must be able to work on the fly when professors reach out for help.

The adoption of advanced technologies such as Artificial Intelligence, Virtual Reality, and Augmented Reality in education has led OLLs to help students and faculty access and utilize these tools in research and learning, offering guidance on their effective incorporation into curricula. Thus, they must keep up with and welcome innovation. There is a growing emphasis on promoting OER—free, openly licensed materials for teaching and learning. OLLs have become key advocates and facilitators of OER, assisting instructors in finding, adopting, and adapting OER content for online courses; thus, they must champion the OER process!

Virtual support has become more sophisticated, with OLLs using live chat, video consultations, and virtual reference tools to assist students with research, citations, and accessing library resources, offering real-time assistance and fostering a personalized learning experience. Thus, they must remain open-minded and be willing to pivot to different modalities based on the user’s needs. As institutions embrace data-driven decision-making, OLLs track usage data, student engagement, and the effectiveness of library resources. Thus, they must be attentive to detail. By analyzing this data, they tailor services and instructional materials to better meet the needs of online learners.

With the challenges of remote learning, OLLs consider the emotional and psychological aspects of online education, offering resources related to student well-being, including mental health guides, stress reduction techniques, and support for academic burnout. Thus, OLLs must be empathetic to students’ complex lives as they teach and create instructional materials.

The role of OLLs has become more collaborative, working with cross-disciplinary teams—including instructional designers, technology experts, and student support services—to create integrated, holistic learning experiences for online students.

Next, the OLLs would like to answer a series of questions with the hope that their answers may help new OLLs enter the field.

How do you engage with students who may be unfamiliar with the library’s online resources?

Both OLLs post open office hours in their LIS course, inviting students to drop in for support. Another OLL sends reminders to book appointments and research consultations throughout the semester. OLLs also advertise their office hours via the library’s lightboards and participate in outreach events like research parties and Market Days to connect with new students and promote opportunities such as enrolling in LIS 1001, attending office hours, or booking consultations. Additionally, one of the OLLs developed a peer review process and a rubric to help make library guides more pedagogically sound and student-centric. The rubric points to best practices for building library guide materials for students with minimal experience with library resources, with the aim that the content will bridge the gap so that students can more successfully use library resources.

What challenges have you encountered as an OLL?

Each of the OLLs observed that online LIS students occasionally exhibited disinterest or detachment from the research process. To address this, they experimented with various projects, assignments, and activities to balance teaching library skills and fostering student autonomy. One OLL introduced a module requiring peer feedback, while the other encouraged students to select their topics, assessment tools, and citation styles, thereby incorporating voice and choice into the class.

A significant challenge is assisting students outside of LIS courses during research consultations, as many are unprepared for rigorous research due to unfamiliarity with library tools and databases. To mitigate this, the OLLs collaborated with the head of library instruction to develop online learning content. This includes a self-paced module that covers the basics of library tools and services, as well as a more comprehensive project: the university badging course “Ready for Research.” This course is available to any student or faculty member and introduces them to the fundamentals of the library website, the Mega database, OneSearch, and subject-specific databases. Upon completion, students can display their badges on LinkedIn.

How do OLLs collaborate with other librarians or departments within or outside of the library?

Within their university, OLLs work closely with other librarians to manage daily responsibilities. These include conducting research consultations, where they provide personalized assistance to students and faculty on research projects; holding open office hours, offering drop-in support for immediate research and instructional needs; and participating in tabling events, where they engage with the campus community to promote library services and resources. Additionally, OLLs play a crucial role in faculty development by offering workshops and training sessions on integrating digital resources into courses, using citation management tools like RefWorks, and understanding copyright and open access principles. Their involvement in these activities ensures that faculty are well-equipped to leverage library resources effectively in their teaching, ultimately enhancing the overall educational experience at the institution. By participating in these diverse activities and collaborations, OLLs contribute to a dynamic and supportive academic environment, fostering a culture of continuous learning and resource sharing that benefits the entire university community.

What are the Qualities that Make OLLs Unique?

Essential qualities for OLLs include strong interpersonal skills, patience, curiosity, persistence, and grit. Finding Open Educational Resources (OER), online library materials with unlimited user access, and open materials for faculty can be challenging, depending on the topic. OLLs must also be flexible, as they are often involved in curriculum design projects, creating research tutorials, developing new library guides, and building learning modules and courses. Due to their extensive interaction with faculty members, OLLs should be prepared to cultivate positive relationships. Building connections outside of project work, such as celebrating accomplishments or sharing interests in hobbies, pets, or family, can be beneficial in forming strong professional relationships.

What advice would you give to someone aspiring to work as an online learning librarian?

These OLLs suggest seeking teaching opportunities and reflecting on your online learning experiences in classes, workshops, or professional development. Identify what methods are effective and which are not. For these OLLs, teaching is central to being an online learning librarian, and empathy and patience are crucial, as well as knowing adult learning theory. OLLs strive to provide students with high-quality, low-cost, or free learning materials to alleviate financial burdens and help them stay in school and graduate. Take time to explore the plethora of OER repositories such as PressBooks, OpenStax, and IntechOpen.

The OLLs suggest exploring OER repositories and LibGuides as well as practicing with video-making tools such as Camtasia. During the pandemic, the OLLs typically focused on finding resources and teaching Library and Information Science (LIS). However, at this university, it became more crucial to support professors in finding teaching materials that were copyright-cleared or open-access, as all teaching was conducted strictly online. During the pandemic, instructional librarians created video tutorials to educate students and faculty on basic research. Post-pandemic, librarians continue to create new content, providing access to these videos via a tutorial library guide and recommending them to instructional designers during course development. Additionally, the Online Learning Librarians (OLLs) repurposed these tutorials for online learning modules and the Ready for Research badging course. The OLLs and their instruction team have noted that, although they have returned to “normal,” the video tutorials continue to be used in various ways by faculty and students.

What professional development opportunities have been most beneficial in your role?

The OLLs benefit from attending meetings with their instructional design team and participating in conferences focused on OER, pedagogy, and online teaching tools. They have found conferences like the International Society for Technology Education (ISTE), American Library Association (ALA), Association of College Research Libraries (ACRL), state-sponsored OER summits, and the Conference of Meaningful Living and Learning in a Digital World particularly valuable.

Conclusion

It is an exciting time to be an OLL. As higher education continues to evolve to better serve students, the role of OLLs will undoubtedly expand. OLLs are crucial for both faculty and students, whether in-person or online, and are experts in finding and utilizing open access and OER. With the growth of OER, the demand for OLLs is likely to increase, as these resources become more integral to the educational landscape.

To excel as an OLL, one should embody several key qualities. Being open-minded is essential, as it allows OLLs to embrace new ideas and approaches in the ever-changing field of education. Curiosity drives OLLs to continually seek out new information and resources, ensuring they remain at the forefront of their profession. A service-oriented mindset is crucial, as the primary role of an OLL is to support and assist both students and faculty in their educational endeavors. Adaptability is another vital trait for OLLs, as they must be able to navigate and leverage new technologies and platforms that enhance digital learning. This includes staying current with the latest advancements in educational technology and being willing to experiment with and adopt new tools that can improve the learning experience.

Finally, OLLs should be open to increasing collaboration with other librarians, faculty, and instructional designers. By working together, these professionals can create a more cohesive and supportive educational environment, ultimately benefiting the students they serve. Collaboration also allows for the sharing of best practices and innovative ideas, further enhancing the effectiveness of OLLs in their roles.

The future looks bright for OLLs. As higher education continues to adapt and grow, OLLs will play an increasingly important role in supporting and enhancing the learning experience for both students and faculty. By embracing the qualities of open-mindedness, curiosity, service orientation, adaptability, and collaboration, OLLs can excel in their roles and make a significant impact on the educational landscape.

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