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Mason Demographics*• Female: 54%Male: 45.8%• Full-Time: 61.6%Part-Time: 38.4%• Under 25: 77.2%25-30: 12.2%Over 30: 10.6%• Fall 201289.4% of Mason Studentsare Digital Natives.Nationally (2010):†Under 25: 57.37%25-29: 15.21%Over 30: 25.42%*Source: George Mason University Institutional Research & Reporting.http://irr.gmu.edu/factbooks/1213/Factbook1213_Enrollment.pdf†Source: National Center for Education Statistics. http://nces.ed.gov/programs/digest/d11/tables/dt11_200.asp
Designing Learning Objects• Efficient (cost and time)• Reusable• Interoperable• Durable• Accessible• Assessable• Customizable• Develops competency-based learning and higher order criticalthinking skills• Course-based or remedial
Learning Management Systems(LMS)• Also called Course Management Systems (CMS)• Blackboard• Competitors: Desire2Learn, Moodle, Sakai• Centralize course content online• Wide variety in usage.
The Embedded GuideApproach• Embedding a course or subject guide accessible via adedicated link, button, or icon in a LMS shell• Requires little to no customization of current instructionalresources• Macro-level vs. micro-level
The Module Approach• Constructing modules of library content or informationliteracy tutorials that then get placed at strategic points in aLMS shell.• Does not require direct presence in LMS, but cooperation ofinstructor of record to place librarian created content.• Content may align with existing instructional resources, butmay need to be reformatted for compatibility with LMS.
Point of Need Approach• Also called Just in Time Approach• Embedding links to specific library resources at strategic pointswithin the course content presented in a LMS shell.• Requires active collaboration with course instructor, but littleintervention on the part of the librarian.• Content must be customized to align with syllabus and courseobjectives.
The Library Course Approach• Constructing an entire stand-alone LMS shell presentinglibrary resources and instructional materials on how to usethem.• Time-intensive effort for librarians to design, deploy, andassess entire course.• May be offered as a supplement to existing curriculum or asan optional course available to all within the LMS.
The Embedded LibrarianApproach• Having a librarian present an in-class information literacysession as well as having him/her interacting with studentsthrough a course-specific LMS shell.• A liaison librarian’s dream!• Participate as an active instructor throughout the course.• Deepest level of engagement and collaboration.
Additional InstructionalTechnologies• Wordpress/Content Management Systems• Wikis• YouTube• Guide on the Side
Social Media UsageBy GenderMale 62%Female 71%By Age18-29 83%30-49 77%50-64 52%65+ 32%
Social Media UsageAs of December 2012:67% of online adults say they use Facebook16% of online adults say they use Twitter15% of online adults say they use Pinterest13% of online adults say they use Instagram6% of online adults say they use TumblrMen use Twitter slightly more than women.Women use Pinterest significantly more than men.Women use Facebook and Instagram somewhat more than men.
Social Media Policy• Purpose• Audience• Message• Branding• Customizable• Flexible
Facebook• “What’s on your mind?”• Events• Campus Pride• Photos• News• Resources• Collections• Ohio State University Libraries• Mississippi State University Libraries• UCLA Powell Library
Twitter• “What’s happening?”• Don’t just self promote. Retweet.• Follow your (campus Twitter) leaders.• Interact.• Temple Libraries• University of Texas Libraries• University of North Carolina – Chapel Hill Library
Pinterest• “Drop a pin or Create a board”• Inspiration• Visual• Creative• What interests you?• University of Southern Indiana Rice Library• UNLV Architecture Studies Library• University of Louisville Library
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