1 / 43

Libraries and the Millennial Lifestyle

Libraries and the Millennial Lifestyle. Information seeking in a wireless world. Overview. Millennial lifestyles (ML) defined …and denied “…their own lifelong culture…a demographic tsunami…(Sweeney 2004)” Quick scan: how are other libraries engaging millennials? Designing for diversity

bedros
Télécharger la présentation

Libraries and the Millennial Lifestyle

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Libraries and the Millennial Lifestyle Information seeking in a wireless world

  2. Overview • Millennial lifestyles (ML) defined …and denied • “…their own lifelong culture…a demographic tsunami…(Sweeney 2004)” • Quick scan: how are other libraries engaging millennials? • Designing for diversity • Library of the future Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  3. Characteristics of millennials • technology as a fact of life • prefer immediacy • experiential • social • prefer structure over ambiguity • non-linear learners • diverse population--individual aspirations Students from Leslee Shell’s Bio 187 class Students from Leslee Shell’s Bio 187 class Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  4. Technology as a Fact of Life • virtually all net gen students were using computers by their teen years (Jones). • 87% of 12-17 yr olds use the internet (Lenhart, 2005). • 11 million log on daily (Lenhart, 2005). • media rich and media poor (McKay,2005). Students from Leslee Shell’s Bio 187 class Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  5. Immediacy • 58% choose Google first before using library resources (Kaminsky,2003). • students use commercial search engines and web portals such as MSN, AOL, or Yahoo as their first choice resource (OCLC, 2002). • most students consistently choose IM over email because of speed (Lenhart, 2005). • cell phone, text message dependence Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  6. Educating the Net Generation by Educause Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  7. Experiential • prefer engagement • visual and kinesthetic learners/awareness of learning style • focus on things that matter/ignore what doesn’t matter Webzine creators at McCook Community College, McCook, Nebraska (AP Photo/McCook Community College via Daily Gazette, 16 March 2005) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  8. Social • team-oriented • practiced in group work Students from Leslee Shell’s Bio 187 class Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  9. Prefer Structure Over Ambiguity • Jamie McKenzie - structure and scaffolding • Seatbelt generation - these students need and want security Phoenix student Jael Rodriguez has a two-page resume and $72,500 in college scholarships (AP Photo/Arizona Republic, Michael Ging, 21 July 2005) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  10. Non Linear Learners • Children raised with a computer develop hypertext minds (Prensky, 1997) • Repeated exposure to digital media enables mental paper folding (Greenfield, 1984) • Inductive discovery • Attentional deployment • Responding faster to expected and unexpected stimuli Game creators at Camden Community College, Camden, New Jersey (AP Photo/Sabina Louise Pierce, 5 March 2003) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  11. Designing for Diversity • Digital divide (Chakraborty, 2005) • Regional/geographical: “urban vs. rural” • Global: “first vs. third world” • Sociopolitical: “haves vs. have nots, rich vs. poor, black vs. white” • Where is the knowledge of the “haves” created? • Significance of culture and place (Caidi, 2005) Danny Lopez, Tohono O’odham language and culture preservationist, teaches at Tohono O’odham Community College in Sells, Arizona (AP Photo/Arizona Republic, Sherrie Buzby, 24 November 2004) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  12. Libraries “Hispanic and Latino/a students and Black students are more frequent users of library resources, while White students use libraries the least….students attending baccalaureate liberal arts colleges use the library more often while those attending baccalaureate general colleges and doctoral/research-extensive universities do so least often (Kuh 2004).” Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  13. Dominant culture • Dominant culture privilege and assimilation affect underrepresented populations (Harbour,et al 2003) • “…the lack of certain social/cultural elements in the cultural context of many academic cultures…has been a real but hidden problem for increasing diversity and decreasing the performance gap….” (Ibarra, 2004) • Most faculty are members of the dominant culture • College and university settings are based on a low-context “centuries-old German research model” (Ibarra, 2004) • What is your cultural base? (for me, protestant work ethic, respect for intelligence, assertiveness, verbal, interactive) • What activities can encourage sharing of knowledge structures from different cultures in the classroom,and in the community? Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  14. How does your institution meet the needs of millennials? • turn to your partner • use your cards to brainstorm two ways your instruction or college services address these needs(5 minutes) • you may be asked to share one of these(10 minutes) active learning technique:think-pair-share - warm calling Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  15. Break Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  16. Quick Scan: How are other libraries engaging millennials? • Engaging learning styles • Designing flexible spaces • Integrating structured learning, active learning techniques • Utilizing user feedback • Updating the scope of collections: gaming, graphic novels, oral history projects • Building web based tools and services Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  17. How do you like to learn and play? • Learning Style Assessment • Universal Design for Learning - elements of good teaching for any learning style Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  18. Reading (Gabriel 2001) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  19. Note Taking (Gabriel 2001) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  20. Exam Preparation (Gabriel 2001) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  21. Engage learning styles with concept mapping tools Manipulate notes in Webnote Peer-Reviewed vs Scholarly vs Primary ARtivclesmap in Inspiration Concept map in Cmap Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  22. Teach students to synthesize information Concept map created by students in ASU West campus Librarian Lisa Kammerlocher’s Learning Community Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  23. Design flexible spaces:“…think of libraries as living/learning communities (Ibarra, 2004).” • “design for cognitive learning styles” • design for “families” • extend or alter building and service hours • protect conversation spaces and quiet spaces, different light levels, seating arrangements, access to outlets • make your web space user centered rather than librarian-centered • Communicative spaces: types of conversations, public forums, development of rapport (Caidi, 2004) Seattle Public – Central Library Norcliffe Living Room Seattle Public—Central Library Faye G. Allen Childrens’ Center Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  24. think-pair-share jigsaw round robin muddiest point warm calling student demonstration hands-on role-playing problem-based learning game-based learning http://clte.asu.edu/active/lessons.htm Integrate structured learning with active learning techniques: “…instructional activities involving students in doing things and thinking about what they are doing (Bonwell, 1991).” Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  25. Problem-Based Learning Solves Problems • Millennials like clues & dislike lectures. • Skills and content can be acquired at the same time. • Example: students are disengaged and think they already know everything the librarian can teach them about information. • With PBL, learners create their own knowledge, and thus, retain it better. • PBL is often adapted into a hybrid or case-based approach. Librarian Joe Buenker working with students in LSC 365 Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  26. Mysterious Viruses… http://www.nytimes.com/pages/science/ Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  27. BIO 187 lab used a scenario to motivate students Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  28. Criteria for good problems • real world scenarios • Scale of relevancy from global to local • Some aspects touch students personally (Glasgow 1997) • Reflection of a contemporary situation • engaging, mysterious or controversial • complex enough to be collaborative and encourage interaction • Moral or ethical issues inherent in problem • Accommodate a variety of ability and learning styles Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  29. Update the scope of collections: gaming, graphic novels • “medium of choice” for millennials • participation in an “affinity space” allows for unbridled development of digital literacy skills (Squire 2002) • Game Fest at Bloomington Public Library: http://www.bloomingtonlibrary.org/gamefest/ • http://gaminginlibraries.org Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  30. Games Engage Learners • Games create a representation of an environment or process • Students explore, or “play” in the representation • Non-linear • Interactive • Social • Social Impact Games http://www.socialimpactgames.com/ Board game created by lower division librrarians at ASU at the West campus to teach basic library skills Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  31. Oral History – Digital Libraries Litchfield Park Founders Day Celebration - March 2006 Oral History Project with ASU Learning Community - Fall 2004 Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  32. Allow for student assessment and response: express research needs: English 102 One Minute Survey Interact on a personal level: English 102 Defining Research Needs Worksheet Utilize user feedback Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  33. Evaluate class attitudes with Turning Point • Use remote control devices to assess student response to questions in Powerpoint. • Low-tech options • show of hands • colored cards • noise-makers Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  34. Build web-based tools and services • Let your website guide users through the collection • http://www.lib.ncsu.edu/catalog/ • Work with users over a distance • chat with a librarian • http://library.west.asu.edu/services/ask-a-librarian.html • http://www.loc.gov/rr/askalib/ • webconference • web consultation • collect data with web tools Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  35. Conference with Macromedia Breeze Breeze session with the AULC Google Scholar project. Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  36. Consultation via Online Module • WebQuest • Research Needs Worksheet • Customizable • Structured • Focus on process Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  37. Web survey tools “Muddiest pont” survey created by Kathrine Henderson, ASU at the West campus business librarian, using SurveyMonkey Zoomerang, another web-accesible survey tool Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  38. Break Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  39. Facility design Programming Community embeddedness Information architecture - “amazon com-ification” Outreach/digital divide 6. Information/reference desk 7. Youth services 8. Instruction/homework help 9. Diversity 10. Leadership/ staff development The library of the future (2025) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  40. active learning technique –round robin • Join a group. Take a sheet from the center of the table. Identify an activity/policy/program that your library offers. • Describe the current activity/policy/program. • Using the principles you learned today, envision this activity as it could be in the year 2025. • When you have finished writing, share your vision with the table (each person talks when he/she holds the talking stick and then passes it to the person on their right. Hint: start with the person whose birthday most recently passed.) Instructions Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  41. Conclusion What does it mean to be a millennial? Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  42. Bonwell, C., Eison, J. (1991) Active Learning: Creating Excitement in the Classroom. Report: EDO-HE-91-1. Caidi, N., Allard, D. (2005) “Social inclusion of newcomers to Canada: an information problem?” Library and Information Science Research, 27, 302-324. Costello, B., Stryker,J. (2004). Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y. Chakraborty, J., Bosman, M. (2005) “Measuring the digital divide in the United States: race, income, and personal computer ownership,” Professional Geographer, 57(3), 395-410. Chronicle of Higher Education. (2005) Chronicle of Higher Education Almanac. Chronicle of Higher Education. http://http://chronicle.com/free/almanac/2004/index.htm Fidel, R., Davies, R. K., Douglass, M. H., Holder, J. K., Hopkins, C. J., & Kushner, E. J. et al. (1999). A visit to the information mall: Web searching behavior of high school students. Journal of the American Society for Information Science American Society for Information Science, 50(1), 24-37. Greenfield, P. M. (1984). Mind and media: The effects of television, video games and computers. Cambridge, MA: Harvard University Press. Harbour, C., Middleton, V., Lewis, C., Anderson, S. (2003) “Naming the other: how dominant culture privilege and assimilation affect selected underrepresented populations at the community college,” Community College Journal of Research and Practice, 27, 829-842. Ibarra, R. (2005). “A place to belong: the library as a prototype for context diversity,” ACRL Twelfth National Conference, Minneapolis, Minnesota, April 7-10. References Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

  43. Jones, S. (2002) “The Internet Goes to College: How Students are Living in the Future with Today’s Technology,” Pew Internet & American Life Project. Washington, DC: Pew http://www.pewinternet.org/reports/toc.asp?Report=71 Kaminski, K., Seel, P., & Cullen, K. (2003). Educause Quarterly, 26(3), 34-40. Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and technology No. July 27)PEW Internet & American Life Project. October 1, 2005, from the www.pewinternet.org/pdfs/PIP_Teens_Tech_July2005web.pdf database. McKenzie, J. (1999). Retrieved October 8, 2005, 2005 from http://fno.org/dec99/scaffold.html Miller, M., Pope, M., Steinmann, T. (2005) “A profile of contemporary community college student involvement, technology use, and reliance on selectec college life skills,” College Student Journal, 39(3), 596-603. Oblinger, D., Oblinger, J., eds. Educating the Net Generation. Educause, 2005. Prensky, M. (2001). Digital natives, digital immigrants part II: Do they really think differently? On the Horizon, 9(6), October 1, 2005 . Retrieved October 3, 2005, from http://www.marcprensky.com/writing/default.asp Squire, K. & Steinkuhler, C. (2005) “Meet the gamers,” Library Journal 130(7), 38-41. Thurlow, C., & McKay, S. (2003). Profioling "new" communication technologies in adolescence. Journal of Language and Social Psychology, 22(1), 94-103. Weiler, A. (2005). Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory. Wilhelm, A. G. (2004). Digital nation : Toward an inclusive information society. Cambridge, Mass. ; London: MIT Press. References (cont.) Joel Valdez Library – March 31, 2006 – Tucson, AZ Marisa Duarte, Education Librarian- Leslee Shell, Science & Nursing Librarian

More Related