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FROM THE EDITOR

Welcome to the third issue of the Journal of Library & Information Services in Distance Learning. For this issue, Jon R. Hufford provides the lead article–“Library Support for Distance Learners: What Faculty Think.” Pointing to a dearth of information on faculty surveys (especially surveys for faculty involved in distance learning), Hufford emphasizes that such surveys must be done in order to better understand faculty needs and expectations. Hufford highlights a faculty survey conducted at Texas Tech University, and he concludes that librarians can be empowered by the information gained from faculty surveys, allowing librarians to better understand and inform their faculty, optimizing support for distance learners. In the second article of this issue, “Academic Library Web Sites and Distance Education: A Content Analysis,” Odin L. Jurkowski examines the library Web sites of seventeen colleges and universities, conducting a content analysis of the various library services provided through the sites. Jurkowski concludes that the size of the institution provided the strongest correlation to the measure of library services offered, not the degree or proportion of distance education provided by the institution. From this analysis, Jurkowski infers that just because an institution offers distance learning courses does not necessarily mean that its library offers a full range of Web services to meet distance learner needs. In an article entitled “Exploring the Difference Between ‘Concrete’ and ‘Abstract’: Learning Styles in LIS Distance Education,” Yunfei Du discusses the results of a study concerning the interactive effects of