SUNY Fredonia talk


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  • Hello! Funny Introduction – Take it slow… I’m no expert – Keep the tone light… Think of this as a sharing session I want to hear YOUR stories and I want us to share stories and ideas as we go
  • SUNY Fredonia talk

    1. 1. The Information Literacy Equation: Millennials + Research + Critical Thinking Stewart Brower, MLIS, AHIP University at Buffalo Health Sciences Library
    2. 2. What is a “generation?” <ul><li>A grouping of people, typically by birth years, that are defined by the historical and sociological experiences they have shared </li></ul><ul><li>Howe & Strauss, Millennials Rising </li></ul>
    3. 3. Defining the Generations <ul><li>Four major generations are currently at play (war?) in the world of learning: </li></ul><ul><li>Silent – born 1925-1945 </li></ul><ul><li>Boomers – born 1946-1963 </li></ul><ul><li>Gen-Xers – born 1964-1982 </li></ul><ul><li>Millennials – born post-1982 </li></ul>
    4. 4. Who are Millennials? aka… <ul><li>Millennials </li></ul><ul><li>“ Don’t Label Us” </li></ul><ul><li>Generation Y (or Gen Why) </li></ul><ul><li>Generation Text </li></ul><ul><li>Generation Next </li></ul><ul><li> </li></ul><ul><li>Generation 2000 </li></ul><ul><li>Echo Boom </li></ul><ul><li>Boomer Babies </li></ul><ul><li>Generation Wired </li></ul>
    5. 5. Who are Millennials? <ul><li>Result of a backlash against the “hands-off” parenting of the 1970s – a protected ( coddled? ) generation </li></ul><ul><li>Raised in the 80s & 90s, Mils have only known economic prosperity and opportunity </li></ul><ul><li>College-age Mils mostly children of Boomers; younger Mils mostly children of Gen-Xers </li></ul><ul><li>Columbine, Power Rangers, cell phones, DVDs, Olsen Twins and 9-11 </li></ul><ul><li>“ They’re the most numerous, affluent, and ethnically diverse generation in American history.” - Strauss </li></ul>
    6. 6. Quick Quiz <ul><li>How many live births were there from 1980 – 1999? </li></ul><ul><ul><li>50 million </li></ul></ul><ul><ul><li>60 million </li></ul></ul><ul><ul><li>70 million </li></ul></ul><ul><ul><li>More than 70 million </li></ul></ul><ul><li>What percentage of kids born during these years have an immigrant parent? </li></ul><ul><ul><li>5 percent </li></ul></ul><ul><ul><li>10 percent </li></ul></ul><ul><ul><li>20 percent </li></ul></ul>
    7. 7. Some Mil Statistics <ul><li>Numbering over 80 million, the Millennials outnumber the Boomer Generation by roughly 20 percent (78 million births 1980 – 99) </li></ul><ul><li>One Mil in five (20 %) has an immigrant parent </li></ul><ul><li>8 Mils in 10 plan on attending college </li></ul><ul><li>Over the next ten years, approximately 300,000 new freshmen will enter college each year </li></ul><ul><li>Pew Internet defines a “young tech elite,” averaging 22 years of age, that spends $161 a month on information goods and services </li></ul>
    8. 8. Americans Under 18 Years Old ~32% ~96.4 2005 25.9% 69.8 1998 25.7% 64.2 1990 28.0% 63.7 1980 34.0% 69.8 1970 35.7% 64.5 1960 31.1% 47.3 1950 Percent of Population Millions Year
    9. 9. More Mil statistics <ul><li>87 percent use e-mail regularly </li></ul><ul><li>28 percent of Mils under 12 have their own cell phones (going up) </li></ul><ul><li>Mil tweens (up to 13 years old) influence $190 billion in purchases annually </li></ul><ul><li>Mil teens (13 and over) influence $50 billion and spend $100 billion of their own money </li></ul><ul><li>$100 per teen per week on average </li></ul>
    10. 10. Millennials and Tech <ul><li>Grew up on videogames, PCs, cell phones </li></ul><ul><li>Have been online a “long time,” most considered to be “digital natives” </li></ul><ul><li>Assumption among Boomer and X-er faculty that this generation of students is information-savvy </li></ul>
    11. 11. Information Literacy <ul><li>Defined by the ACRL, information literacy is a set of abilities requiring individuals to &quot;recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.&quot; </li></ul>
    12. 12. IL Outcomes <ul><li>Determine the extent of information needed </li></ul><ul><li>Access the needed information effectively and efficiently </li></ul><ul><li>Evaluate information and its sources critically </li></ul><ul><li>Incorporate selected information into one’s knowledge base </li></ul><ul><li>Use information effectively to accomplish a specific purpose </li></ul><ul><li>Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally </li></ul>
    13. 13. Traditional Library Research
    14. 14. The Millennial “Disconnect” <ul><li>College students have confidence in their abilities to locate information for their assignments. </li></ul><ul><li>Three-out-of-four agree completely that they are successful at finding the information they need for courses and assignments, and seven-in-ten say they are successful at finding what they seek most of the time. </li></ul><ul><li>The first-choice web resources for most of their assignments are search engines (such as Google or Alta Vista), web portals (such as MSN, AOL or Yahoo!), and course-specific websites. </li></ul>
    15. 15. Are Mils info literate? <ul><li>ETS (Educational Testing Service) </li></ul><ul><li>“ ICT Literacy Assessment” preliminary testing of over 6300 students at 63 IHEs (2-year & 4-year) and high schools </li></ul><ul><li>44 percent could identify a correct research statement for a class assignment </li></ul><ul><li>49 percent could accurately evaluate a web site based on objectivity, authority, and timeliness </li></ul><ul><li>35 percent could correctly revise a Google search to narrow their results </li></ul>
    16. 16. Millennials and Libraries <ul><li>Frand (2000) “Information-Age Mindset” </li></ul><ul><ul><li>Computers are not technology (too commonplace) </li></ul></ul><ul><ul><li>Internet is better than TV </li></ul></ul><ul><ul><li>Reality is no longer real </li></ul></ul><ul><ul><li>Actions are more important than knowledge </li></ul></ul><ul><ul><li>Nintendo trial-and-error approach is a viable model for learning </li></ul></ul><ul><ul><li>Multitasking is a way of life </li></ul></ul><ul><ul><li>Typing is better than writing </li></ul></ul><ul><ul><li>Staying connected is essential </li></ul></ul><ul><ul><li>Zero tolerance for delay </li></ul></ul><ul><ul><li>Consumer and creator are blurring </li></ul></ul>
    17. 17. “ The User is Not Broken” Selected bullets <ul><li>All technologies evolve and die. </li></ul><ul><li>You fear loss of control, but that has already happened. Ride the wave. </li></ul><ul><li>The user is the sun. The user is not broken. </li></ul><ul><li>Your system is broken until proven otherwise. </li></ul><ul><li>Most of your most passionate users will never meet you face to face. </li></ul><ul><li>Most of your most alienated users will never meet you face to face. </li></ul><ul><li>Information flows down the path of least resistance. The user is not &quot;remote.&quot; You, the librarian, are remote, and it is your job to close that gap. </li></ul><ul><li>Stop moaning about the good old days. Your ignorance will not protect you. </li></ul><ul><li>More at: </li></ul>
    18. 18. Library Disconnects  Reconnects <ul><li>Wired  Wireless </li></ul><ul><li>Privacy  Sharing </li></ul><ul><li>Linking & Pointing (books, indexes, journals)  Seamless & Integrated (Google includes PubMed, federated searching, etc.) </li></ul><ul><li>Designed  Customized </li></ul><ul><li>Text  Media </li></ul><ul><li>Teach & Use  Participate & Share </li></ul>
    19. 19. Library 2.0 <ul><li>Spin-off of Web 2.0 – next generation web technologies </li></ul><ul><li>Web 2.0 technology is inherent to the definition of Library 2.0 </li></ul><ul><li>Upgrade cycles  Constant change </li></ul><ul><li>“Rigidity breeds failure.” </li></ul><ul><li>Patron/User  Partner </li></ul>
    20. 20. Library 2.0 Technologies <ul><li>Multiple points of access </li></ul><ul><ul><li>Firefox search plug-ins </li></ul></ul><ul><ul><li>LibX toolbar </li></ul></ul><ul><li>Social technologies </li></ul><ul><ul><li>AADL Catalog – blogs & RSS embeds </li></ul></ul><ul><ul><li>PennTags social bookmarking </li></ul></ul><ul><ul><li>Podcasting </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><li>Information literacy 2.0? </li></ul>
    21. 21. Mil Learning Style Preferences <ul><li>Technology </li></ul><ul><ul><li>Comfort levels in using technology as a tool of learning are high </li></ul></ul><ul><ul><li>Potentials for abuse are likewise high – Plagiarism, for example </li></ul></ul><ul><ul><li>Use the web to teach things that are best learned independently and that require some degree of evaluative skill </li></ul></ul>
    22. 22. <ul><li>Visual Learning </li></ul><ul><ul><li>Mils grew up with sophisticated multimedia </li></ul></ul><ul><ul><li>Average student retains 20 – 30 percent of what they see versus 10 percent of what they read </li></ul></ul><ul><ul><li>“ Nonlinear, nonsequential” holistic modes of learning </li></ul></ul><ul><ul><li>Give instructions with flowcharts or graphics (especially when the instructions are detailed) </li></ul></ul>
    23. 23. <ul><li>Customization </li></ul><ul><ul><li>Think the (ugh) “Microsoft” way: pull-down menu vs. button bars vs. keyboard shortcuts </li></ul></ul><ul><ul><li>Give them choices </li></ul></ul><ul><ul><li>Consider developing two or three different kinds of assignments for a course module, so students can select the kind of assignment that works best for them </li></ul></ul><ul><ul><li>Let them contribute? (wikis…) </li></ul></ul>
    24. 24. <ul><li>Group Activities </li></ul><ul><ul><li>Unlike previous generations of learners… </li></ul></ul><ul><ul><li>Peer-to-Peer Learning significantly enhances Active Learning principles in the classroom </li></ul></ul><ul><ul><li>Can we take “Think-Pair-Share” to a new level? </li></ul></ul><ul><ul><li>Engage the students every ten minutes </li></ul></ul>
    25. 25. The “Nintendo” Factor How do Mils really learn? Trial and Error!
    26. 26. Connectivism: The major points <ul><li>A new learning theory being developed by George Siemens: </li></ul><ul><li>Learning has an end goal - namely the increased ability to &quot;do something&quot; </li></ul><ul><li>Learning is a process of connecting specialized nodes or information sources. </li></ul><ul><li>Learning happens in many different ways – Courses are not the primary conduit for learning </li></ul>
    27. 27. Subject-Oriented Learning <ul><li>Significantly different from the “Student-Oriented” model </li></ul><ul><li>A model supported by connectivism theory </li></ul><ul><li>Put the “thing” in the middle </li></ul><ul><li>Engaged, interactive, working students who consult with the instructor </li></ul><ul><li>Dissect, identify, understand, explain </li></ul><ul><li>Let students discover the connections and report them back to you </li></ul><ul><li>Expect Welcome chaos in the classroom </li></ul>
    28. 28. IL + Online <ul><li>Use technology to teach “small stuff” </li></ul><ul><ul><li>Screencasts for database tools, boolean, catalog searching, etc. </li></ul></ul><ul><ul><li>For online tutorials, think “quick & easy” </li></ul></ul><ul><li>Reserve classroom time for the “big stuff” </li></ul><ul><ul><li>Discussions of copyright, plagiarism, web page evaluation and other thought-provoking topics </li></ul></ul><ul><ul><li>In-class hands-on activities linked to specific learning objectives </li></ul></ul><ul><li>Evaluate and assess constantly </li></ul><ul><ul><li>Courseware for quizzes and assignments </li></ul></ul><ul><ul><li>“ Turningpoint” audience response systems </li></ul></ul><ul><ul><li>Blogs, wikis and other social engines for discussion and assessment throughout </li></ul></ul>
    29. 29. Motivate, guide, and give them the benefit of your wisdom… <ul><li>Share in their optimism </li></ul><ul><li>Take advantage of their comfort in using technology </li></ul><ul><li>Tell them plainly what you expect them to learn and why it will benefit them </li></ul><ul><li>Students are still motivated by their grades, but poor grades do not necessarily motivate better behaviors </li></ul>
    30. 30. One other thing about the Mils…
    31. 31. “ They will listen when faculties tell them there is a base of knowledge that [they] should have…” “ They will tend to take more of the long view, which reflects their optimism. They are prepared to lay the foundation for something that comes later.” Q&As from Neil Howe and William Strauss, authors of Millennials Rising
    32. 32. Thanks for Listening! <ul><li>The discussion continues (always) on: </li></ul>