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The habits MLIS candidates learn while they are still in the classroom will carry over into their professional interactions. As students work towards their degree they will participate in multiple group assignments, work with others on poster submissions, literature reviews and other projects that will shape their expectations and skill sets for collaborative work as information professionals. The collaboration process takes on an added level of complexity when students are working on their projects from different geographic locations. As students in the Rutgers distance program, we have a unique opportunity when we interact with our peers, many of whom we have never met in person. Students are an ideal source for these sorts of questions because the deadlines imposed on them by the semester system force them to plan, revise and execute strategies in a timely manner. Short deadlines force students to make quick decisions on how and when to try new technology, when to stay the course with a new piece of software or when to move on with a different course of action.

We conducted a survey of library students and recent graduates who have taken at least one online class that required a group project.  We asked the students about how they collaborated with their peers for group assignments, what software they used to interact and how they delivered the finished product. We hope results of this survey provides insight into how new generations of librarians are approaching collaborative endeavors and how they use technology to accomplish both new and traditional ends in innovative ways.