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LAS Training and Instruction Librarian’s Group - Student Learners today Library engagement and experience
- 1. Student Learners today: Library engagement and experience Gulcin Cribb
- 2. agenda • Student learners • Engagement • Library’s role
- 6. How Much Data Is Created Every Minute? [INFOGRAPHIC]
- 7. attention and information • “It is becoming increasingly clear that attention is the new currency,” • “Consider social networks and the businesses we interact with every day. They are all competing for a sliver of our time and attention. So maintaining our attention becomes a competitive advantage.”
- 11. ‘All aspects of student engagement are positively related to students’ overall satisfaction with university study. More engaged learners are more satisfied, and vice versa.’ (ACER, 2008) ‘When students perceive their learning environment as supportive they are likely to be more engaged with learning.’ (ACER, 2011)
- 12. February 2011 Information Online 2011 12
- 13. students • Don’t start searching on library website • Think library sources more trustworthy • Don’t borrow many books • Think ‘anyone can find information – so easy!’ • Don’t like being ‘trained’, but prefer ‘interactive and collaborative’ learning
- 14. students • Love being asked to contribute ideas, express opinions and make suggestions • Like using library as social and collaboration spaces • Prefer technological and personal methods to research • Less interested in extra-curricular activities • Spend less time on the campus
- 15. ERIAL Project findings • Students: – Overuse Google – Misuse ‘scholarly databases’ – Lack of understanding of search logic • Librarians and professors: – Overestimate students’ research skills – Project an idealistic view of the research process onto students • May result in interactions – Leaving students intimidated and alienated
- 16. library use, information literacy and student success • Does the library have any impact on student learning? • Does ‘library use’ (loan of books, e-resource usage, library visits, information literacy, network logins and so on) have any impact on student learning, engagement and academic performance? • Are we shifting focus from ‘information access’ to ‘student learning and engagement’?
- 18. Keep our heads above book-centric content?
- 20. way forward • Get close to our students, ask, listen, understand them • Interact with them, not just in classes, but at desk, in their activities, via social media • Content and delivery must resonate with students • Personalise and make the programs relevant, engaging and useful • Take into account prior knowledge, learning and skills, don’t assume • Seek feedback, input, contributions and be sincere about it, act on feedback – Ask their opinions • Care……
- 21. ?
Editor's Notes
- The 2010 Pew Research Report ‘Millennials’ portray those born between 1978 and 1994 as confident, self-expressive, connected and open to change. The report claims that millennials are history’s first “always connected” generation. A recent survey of 500 college students has found that 67% can't go more than an hour without using some sort of digital technology, and that 40 percent can't go more than 10 minutes. http://www.marketwatch.com/story/college-students-boost-digital-adoption-according-to-coursesmart-survey-2012-05-23 According to the 2010 OCLC Perceptions of Libraries report, American college students overwhelmingly begin (83%) their information searches using search engines; the challenges academic librarians face when designing and offering information literacy programs to the millennials (they are both ug and pg students and even some are our faculty and our staff) are enormous.
- College students aren’t just concerned with getting good grades and finding the best parties. More than ever, they’re using their smartphones to navigate life on campus. On the bus, MRT, waiting in line, in bed, on the treadmill, at the cafe, restaurant, lecture and even while driving, college students can’t seem to put their phones down. Fifty-two percent say they often check their phones before getting out of bed in the morning, according to one study. Nearly half do so while in bed at night before they fall asleep. Thirty-five percent say they sometimes use their phones while driving but stopped at a red light, and nearly 20% say they sometimes use them while the wheels are even moving. But it’s not all addiction and danger. Forty-five percent of college students say smartphones frequently help with school assignments, and 46% say they’re often helpful for work-related tasks. http://justinmenard.visibli.com/share/smAdeY
- Heterogenous and diverse group of people; They are much clearer about why s/he has come to university; consider themselves as a ‘client’ being served by the university; Their parents are so called ‘Helicopter parents’; Always in touch, asking the University Library about their opening hours, textbooks, classes. They even help their kids with their extra curricular activities, homework etc..
- Http://mashable.com/2012/06/22/data-created-every-minute/ We are also living in a world being bombarded with information. Information overload or information abundance everywhere. So, when it comes to providing information and information literacy to college kids, how do we attract their attention? How do we differentiate ourselves?
- Susan Etlinger, a consultant at the Altimeter Group who advises companies on how best to use technology, said that phones and services that offered greater controls to manage interruptions could become an important selling point for buyers and tech users. Our services as well as our information literacy programs need to be planned and provided in such a way that students perceive they are getting value for the time and effort they put into this, by coming to our website, by using our services, resources, by attending our IL programs. We need to create the perception that we are giving them back their time.
- We are also receiving through the media all kinds of data about students’ use of e-textbooks. CourseSmart is a commercial vendor marketing e-textbooks to college students.
- When e-textbooks were first introduced, they were supposed to be the wave of the future, and experts thought we’d see e-reader-toting students littering college campuses, and of course being adopted in droves by online university students. But they haven’t taken off quite as expected: according to market research firm Student Monitor, only about 11% of college students have bought e-textbooks. So what happened? June 4 th Online Universities.com blog Why: 1. The textbooks they want are not available as e-textbooks; 2. Cost of a tablet or an e-reader is still too high for some 3. e-readers or tablets don’t have enough storage space for all the textbooks 4. e-textbooks are clunky and hard to read
- Student engagement is about the relationship that the institution has with its students. It is about treating students as partners in their education and openly encouraging them to participate in the management and development of all aspects of learning and teaching. By effectively and proactively engaging with students, we can start to understand the changing needs of the modern generation. By encouraging students to get involved and urging them to constructively participate in their learning, we will not only help to generate more skilled, well rounded graduates, but the feedback they bring to the institution will benefit an improved student experience for current and future cohorts of students.
- The relationship between student engagement and learning. The more supportive an environment the students are in, the more engaged they are with learning. It is also interesting to note that in all of these measures, the quality of relationships which students have with administrative staff has an equal or even greater impact than the quality of students’ relationships with peers on their perceptions of their educational experience. This suggests that it is not only relationships with teaching staff, but relationships with all staff at a university which have a profound impact on students’ engagement with their education.
- The old pedagogy treated students as passive learners, the teacher as the sage on the stage. I teach, you learn. Ineffective, doesn’t involve students’ participation in their own learning. Cartesian model encourages rote learning, memorising. Doesn’t promote independent learning, critical thinking, analysis, lifelong learning to prepare the students for the real world. As Bill Gates once said ‘Life after School is not based on 2-3 semesters a year and long summer breaks, dependence on textbooks, getting praise from your teachers and parents, lecturers’ pearls of wisdom’. The constructivist pedagogy - Creating challenging and supportive learning environments, and supporting students’ participation in enriching experiences, plays a particularly important role in enhancing satisfaction and student outcomes.
- Today’s students as reported in a number of reports and our own campus surveys indicate that…. Additional challenge is the students’ own perceptions about their own research skills. Gross and Latham found the lower the skill the students had, the more they overestimated their skills. First year college students who participated in Gross and Latham’s research stated that ‘finding information is something that anyone can do.
- Consumer research trends, use of social media such as Four Square, Twitter, Hotels.com, Hungrygonowhere and other sites, people enjoy giving their views, ideas, suggestions about places. So our libraries are no exception. They love sharing tips about places where they have been, they like showing off. ‘Voyeurism, exhibitionism’ amongst today’s students.
- ERIAL (Ethnographic Research in Illinois Academic Libraries) project -- a series of studies conducted at Illinois Wesleyan, DePaul University, and Northeastern Illinois University, and the University of Illinois’s Chicago and Springfield campuses -- was a meta-exercise for the librarians in practicing the sort of deep research they champion. Instead of relying on surveys, the libraries enlisted two anthropologists, along with their own staff members, to collect data using open-ended interviews and direct observation, among other methods. They tended to overuse Google and misuse scholarly databases. They preferred simple database searches to other methods of discovery, but generally exhibited “a lack of understanding of search logic” that often foiled their attempts to find good sources. However, the researchers did not place the onus solely on students. Librarians and professors are also partially to blame for the gulf that has opened between students and the library employees who are supposed to help them, the ERIAL researchers say. Librarians tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated, say the ERIAL researchers. Some professors make similar assumptions, and fail to require that their students visit with a librarian before embarking on research projects. And both professors and librarians are liable to project an idealistic view of the research process onto students who often are not willing or able to fulfill it. Read more: http://www.insidehighered.com/news/2011/08/22/erial_study_of_student_research_habits_at_illinois_university_libraries_reveals_alarmingly_poor_information_literacy_and_skills#ixzz20fxZilUc Inside Higher Ed
- If the new paradigm is student learning outcomes, how do we articulate it? in terms of information literacy? How do we demonstrate the results of learning? Or convince anyone that the results achieved as a result of information literacy impacts student learning outcomes, which in turn translates to student engagement; Today’s learners, regardless of generation, the most important thing is ‘is it just for me, exactly like I want it, when I want it. Is it going to save my time?’ Is it going to help me succeed and get the GPA I want, get the job I want?. In recent years, there has been an increasing number of research done to see if there is any correlation between library use (in its broadest sense) and student achievement.
- Gartner seminar on consumer technology – ‘People gave up reading manuals long ago’. Bite size information delivery.
- When we look at the role of libraries and librarians and the students’ perception of libraries, most of us know are aware that people associate libraries and librarians with books. Most of us have also come to the conclusion some years ago that yes books are important, but we no longer have the luxury of running our business in a book centric way. The book business is only a small part of our business. How much of the library budget is spent on books? Not as much as we used to spend on books. Most of it is spent on electronic resources and services and facilities to facilitate access, to support teaching and learning and research, on making our resources accessible, usable and intuitive.
- We need to tailor our services to suit the users, the students, but not in a uniform manner
- Don’t use bibliobabble. We are not training librarians. They don’t need to know the difference between a monograph and a serial or a periodical… Complaints are great opportunities for getting close to the customers. Use user groups, focus groups, invite them for coffee, lunch or just meet them in the café, have lunch with them.