Re-engineering Academic Libraries for Digital Natives and Beyond

Re-engineering Academic Libraries for

Digital Natives and Beyond:

John D. ShankInstructional Design Librarian

Associate Director of the Center for Learning & Teaching @ Berks

Digital Learning Materials (DLMs) &

The ‘Teaching Machine’ of the Future

Reimagini

ng

Getting to Know You

“We thought for many years that we were in the wine business. In fact, we were in the bottling business. And we don’t know a damned thing about wine.”

John Perry Barlow – ASIS 1994

The Information Business

Shift Happens

From This To This

A mix will exist

Disruptive Innovation

1967 Film

2011 App

What is the

difference?

X Engaging

Any tim

e Any

where

Flexible/Mobile

Collaborative

In

form

atio

n

Experience

Intersection of Opportunity

DLMs & the Library

•What are DLMs?

• Why use them?

• How to find & select

• The libraries role

What are DLMs?… any web-based, interactive, multimedia, instructional resource used to teach a specific learning objective or discrete set of objectives.

Guessing Game

Tutorial

Activity

Video

Game Simulati

onAnimati

on

Why use DLMs?

Imagine…The library can measure and demonstrate how it enhances

student:

Success, Retention,

& Satisfaction

Student Perception of DLM

“It was very easy and

helpful.”

Before

After

Student Performance

Discovering DLMs

“In the middle of difficulty lies opportunity.”

Albert Einstein

Identify the

Subject

Identify related Keywor

ds

Identify Seach

Sources

Browse the

Collection

Search the

Collection

Review the Result

s

The Process

The Process

What DLM?Subject/

Discipline

Key Words

Type

Tech. Format

Audience

Language

Date

A Role to Play

Higher Education (.edu)

2500 +

How many at PSU?

Open Educational Resources (.org)

30,000 +&

96,000 + members

39,000 +

Where To Start? OERs

International Repositories (.org)

12,500 +

3,000 +

Publishers

Entertainment Media (.com)

Museums, Government, other Professional Organizations (.gov)

Search Engines

DLMs &

Collection Development

• interactivity that requires learners to actively participate in comprehending the content

• several modalities in presenting the content (i.e. audio, visual, kinesthetic)

• assessment component that tests and/or informs the learner

3 Critical Components

Gagne's 9 Events of Instruction

http://eet.sdsu.edu/eetwiki/index.php/Gagne's_Nine_Events_of_Instruction

DLMs Reference & Instructional

Services

Library DLM Repository

Library DLM Repository

The Team

Assess

1. Identify Instructional Goals & Objects (ask an ID)What are the outcomes for your students?

2. Locate & Select Possible DLMs (ask a Librarian)OERs & Libraries

3. Utilize: plug it into the course (IT – LMS)It must enhance students’ ability to perform desired outcomes.

Critical Issues

• Acquisition Challenges

• Access Challenges

• Preservation Challenges

• ADA compliance

• Others?

Actions to Take

• Instructional (Info. Lit/fluency)

• eLearning opportunities

• Institutional Repositories

• DLM Discovery Library Service

• Become a Blended Librarian

• Others?

Higher Education

Higher education thought it was in the teaching business

Today, higher education is increasingly viewed as in the learning business

THE RESULT OF THIS SHIFT

Scott Bennett

“In the twenty-first century, we need constantly to affirm that the most important educational function of physical library space is to foster a culture of intentional learning.”

Libraries and Learning

Academic Libraries

College & research academic libraries are becoming more essential facilitators of learning through their services and collections, thus enabling knowledge enrichment and intellectual inquiry

Imagine the Future

Providing Space and Access to DLMs in the 21st Century Library

Meyer Library - Stanford

Steelcase

Q & A

Show and Tell