PUBLIC PERFORMANCES AND PRIVATE ACTS

Distance learning using telecommunications technologies holds new and challenging promises for library and information science (LIS) educati on. Pedagogical, technological, cultural/sociopolitical issues and the ir impact upon the constituents involved-faculty, accrediting bodies, students, employers, and educational administration-need to be systema tically studied. Findings of a research project that examined one of t he human agencies involved in distance learning, full-time faculty at library schools who have taught LIS courses for graduate credit to dis tance learners using a telecommunications technology, are reported. Th e primary research questions were exploratory ones that sought answers about the impact of the distance-learning educational model upon facu lty. The methodology used was a mix of written survey, telephone, and direct interview techniques. Faculty perceived that their role changed in the distance-learning model from what it was in the traditional cl assroom-based one. ''Teaching is no longer a private act; it is a publ ic performance.'' Other findings are that more time is required for cl ass preparation; patterns of interaction and communication between stu dents and faculty are different; technical and managerial skills are n eeded; sociopolitical issues (such as copyright) need to be addressed; and specific knowledge about learning behaviors within this model is needed. Teaching, in this model, is a complex performance that may con flict with the prevailing organizational culture of both the instituti on and the academic profession. However, the ''critical mass'' of a li brary school teaching faculty (conspicuous far its small size) require s several changes if distance learning is to be pursued successfully, and these are discussed briefly.