Definition: First coined my Marc Prensky in 2001. The generation who has grown up with technology. “Native speakers” of the digital language of computers, video games and the Internet. They are, at least in theory, hyper-connected, multi-taskers, comfortable exploring and using technology. But are they really? Does not take into account differences in race and socioeconomic status. At least anecdotally, we know our students today can post photos to facebook, retweet a joke on Twitter, manipulate a photo to LOOK like it was taken with a vintage camera in the 1970s using Instagram, but do they know how to use the web well? Or even efficiently? Does this make them better researchers, or worse?I would argue that it makes them better able to use the tools, even if they are not using them most effectively.Take a look at Mason demographics compared to trends in higher ed.
Still you have to wonder, are digital natives and digital immigrants even on the same page? Are we thinking about how to use tools in the same way?
Or, are we even using the same tools? (Insert Zach Morris cell phone joke here.)
Don’t you just feel like this lady sometimes, trying to keep up with changes in learning technology and social media?Interview w/ Arthur Levine – NY TimesWhen we asked how they adapted to the tidal wave of new technology, one student said, “It’s only technology if it happened after you were born.” What are this generation’s strengths?These are kids who come with real digital skills, who are interested in global issues and who deal with diversity better than any generation before them.
They will typically have a number of different components, which range from descriptive data to information about rights and educational level. At their core, however, will be instructional content, practice, and assessment.Competency based learning is about learning mechanics of research.Competency-based learning or Competency Based Education and Training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. It differs from other non-related approaches in that the unit of learning is extremely fine grained. Rather than a course or a module every individual skills/learning outcome, known as a competency, is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal.
Connecting a library to a LMS environment has a two-fold goal: to place useful library resources in the space in which students are completing their coursework, and to offer instruction on how to use these resources
There are many, many other tools out there. Adobe Captivate and Adobe Connect. But my philosophy is about meeting users where they are, rather than creating our own silos.
Recap: let’s meet our patrons where they ARE not where we want them to be. Whether it’s in instruction or in outreach, we need to be aware of what tools our students and instructors are using and meet them there in pedagogically sound ways.
Learning Technologies Interview Presentation
Using Learning Technologiesand Social Media in anUndergraduate InformationLiteracy ProgramPresentation for Learning Technologies Librarian positionJune 6, 2013
The PromptPlease explain and demonstrate some ways that learningtechnologies and social media might be employed in outreachand instruction for an undergraduate-focused informationliteracy program.
The Agenda• Digital Natives and Demographics• User-Centered Information Literacy• Connecting with Patrons Where They Are• Conclusions
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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