View
215
Download
1
Tags:
Embed Size (px)
Citation preview
ACRL/NYDecember 2, 2005
Characteristics of Net Gen Students
Always connected, multitasking Oriented to working in groups Experiential learners Visual Producers as well as consumers
ACRL/NYDecember 2, 2005
What type of learning?
“Deeper Learning”• Social• Active• Contextual• Engaging• Student-owned
ACRL/NYDecember 2, 2005
Lorcan Dempsey on Libraries
"So, unlike the major online presences, our systems have low gravitational pull, they do not put the user in control, they do not adapt reflexively based on user behavior, they do not participate fully in the network experience of their users."
http://orweblog.oclc.org/archives/cat_libraries_organization_and_services.html
ACRL/NYDecember 2, 2005
Net Gen and Libraries: Disconnects
Multi-media Figure it out Work in groups Multi-task
Text-based Learn from experts Individually based Logical, linear
Net Gen Students Libraries
ACRL/NYDecember 2, 2005
To encourage active learning, libraries can:
Introduce interactivity on library websites• Exploration via clicking on objects• Taking polls• Partner on national or global initiatives
Provide resources for PDAs or other mobile devices
Connect with interactive curricula being used at your institution
ACRL/NYDecember 2, 2005
Deeper Learning Is: Net Gen Students Are:
CONTEXTUAL
LOCALLY OWNED
PRODUCERS & CONSUMERS
ACRL/NYDecember 2, 2005
To encourage student creation of information products, libraries can:
Provide multimedia production areas and services
Include IP discussions in information literacy programs
Host a blog service Help users connect with tools for
digital production Help users find quality digital content
that they can use in their productions
ACRL/NYDecember 2, 2005
UC Merced Library
“The library will have a café and allow food and beverages in the stacks and reading areas…Large, flat-screen digital monitors may hang like picture frames on the walls, displaying information or images from the digitized special collections.”
“The Birth of a Research University,” CHE, v.51, Issue 30, p. A24
ACRL/NYDecember 2, 2005
Virtual 3-D Models in the Library
It is 2012 and most research libraries are now outfitted with real-time, immersive theaters…”Users of the theater feel as if they are right in the middle of the subject of their study - be it ancient Rome, the three stable members of the C2H4O Group of isotomers, the interacting galaxy NBC 4038/9 in Corvus, or the geological stratigraphy of Mars. At will, users can fly over Earth and, moving a time bar, set themselves down at any one of several hundred sites of great importance to humanity’s cultural history.”
Bernard Frischer, The Ultimate Internet Café. CLIR, 2005
ACRL/NYDecember 2, 2005
To encourage engagement and visual orientation, libraries can:
Use more visual cues on library websites
Display images and graphics of digital information resources
Explore creation of or links to multimedia learning games
Get involved in virtual worlds Provide data for visualization projects House virtual, 3-D theaters
ACRL/NYDecember 2, 2005
Deeper Learning Is: Net Gen Students Are:
SOCIAL ALWAYS CONNECTED
GROUP-ORIENTED
ACRL/NYDecember 2, 2005
To promote a social context for learning, libraries can:
Provide comfortable, informal spaces Provide group study rooms Install cafes
ACRL/NYDecember 2, 2005
The Net Gen Are Our Future
Assist students with making the transition from the recreational use of technology to academic use of technology
Provide environments, physical and virtual, which engage students
Promote creativity in students’ discipline-related work
ACRL/NYDecember 2, 2005
Comments and Discussion
Is the notion of Net Gen students a myth or hype?
Why shouldn’t students learn to use our sophisticated information systems?
What are some inexpensive ways to adapt to Net Gen preferences?
What examples can you add that illustrate new content, services, and environments tailored to Net Gen students?
ACRL/NYDecember 2, 2005
Resources
http://www.educause.edu/LibraryDetailPage/666&ID=pub7101
Educating the Net GenEdited by Diana G. Oblinger and James L. Oblinger
Colleen Carmean & Jeremy Haefner.“Mind Over Matter.” EDUCAUSE Review, vol 37,No. 6, Nov./Dec., 2002 http://www.educause.edu/ir/library/pdf/erm0261.pdf