1 / 23

Once Upon a Furl … Web 2.0 in LIS Education

Once Upon a Furl … Web 2.0 in LIS Education. Kathleen Burnett, Ph.D. Florida State University College of Information. Overview. Why? From Digital Immigrants to Digital Natives How? Some examples Who? Omnivores and Connectors. Generational Dynamics:

oleg-garcia
Download Presentation

Once Upon a Furl … Web 2.0 in LIS Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Once Upon a Furl … Web 2.0 in LIS Education Kathleen Burnett, Ph.D. Florida State University College of Information

  2. Overview • Why? • From Digital Immigrants to Digital Natives • How? • Some examples • Who? • Omnivores and Connectors

  3. Generational Dynamics: Digital Immigrant or Digital Native Baker, Debra. “Move Over Baby Boomers.” ABA Journal, 85 (1999): 22

  4. Because Library Users are Changing … ?? .. Digital Natives Millennials Generation X Baby Boomers Digital Immigrants SilentGeneration GI Generation

  5. Because LIS Students are Changing … Digital Natives Millennials Generation X Digital Immigrants Baby Boomers

  6. Because LIS Professionals Will Change … Generation X Now … Digital Immigrants Baby Boomers SilentGeneration

  7. Because LIS Professionals Will Change … Millennials 10 Years from now … Digital Natives Generation X Baby Boomers

  8. “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.” Prensky, Mark. “Digital Natives, Digital Immigrants”. On the Horizon, 9:5 (October 2001).

  9. Characteristics of Digital Natives • Digital Natives are better at: • Taking in information • Making decisions quickly • Multitasking • Parallel processing • Thinking graphically (rather than textually) • Digital Natives assume connectivity & see the world through the lens of games and play XXXXXXXXXXXXXXXXXXXXXXXXXXX Prensky, Marc. “Use Their Tools! Speak Their Language!” Marc Prensky. March 2004. http://www.marcprensky.com/writing/Prensky-Use_Their_Tools_Speak_Their_Language.pdf Gamers

  10. “Over the past 20 years, young adults (18-34) have declined from being those most likely to read literature to those least likely (with the exception of those 65 and older). The rate of decline for the youngest adults, aged 18 to 24 was 55 percent greater than the total adult population.” XXXXXXXXXXXXXXXXXXXXXXXXXXX Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” Hill, Kelly. “Reading at Risk; A Survey of Literary Reading in America” National Endowment for the Arts Research Division Report, 46 (June 2004) Reading Less

  11. Perceptions of Libraries By Age of U.S. Respondent U.S. U.S. 18-24 25-64 Information 49% 56% Books 32% 26% Research 20% 15% Digital Natives Digital Immigrants XXXXXXXXXXXXXXXXXXXXXXXXXXX Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” De Rosa, Cathy et. al. Perceptions Of Libraries and Information Resources; A report to the OCLC membership. Dublin, OH OCLC Online Computer Library Center, Inc. 2005 Library 2.0

  12. “Even if the lecturer is charismatic, holding the attention of students for an entire lecture of fifty minutes or longer is impossible.”p.15 “p.X XXXXXXXXXXXXXXXXXXXXXXXXXXX Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” Educause Review. 38.4 (2003) 12-22 Experiential

  13. Digital Native Students “It is clear from talking with them that they already know they don’t want to live and work the way we do.” p. 144 O’Reilly, Brian. “Meet the Future.” Fortune 142.3 (2000): 144-157. Generational Clash

  14. Learning Preferences of Digital Natives • Teamwork • Experiential activities • Use of technology • Multitasking • Goal orientation • Collaborative Oblinger, Diana. “Understanding the New Student.” Educause Review, 38.3 (2003): 36-42. Collaborative; Achievement Oriented

  15. “… it is hard to imagine a more producer-push approachthan the ‘sage on the stage’lecture model that dominates undergraduate education. Can higher education move the curriculum in ways that take advantage of demand pull, and will colleges and universities design their infrastructures to support that approach?” p. 60 XXXXXXXXXXXXXXXXXXXXXXXXXXX Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” Hilton, James. “The Future for Higher Education: Sunrise or Perfect Storm?” Educause Review 41.2 March/April 2006 59-71 Experiential; Pull

  16. The ideal learning situation customized to very specific individual needs. provides students with immediate feedback. is constructive to explore learning environments (preferably multi sensorial) motivates students to persist in excess of any externally imposed requirements. builds enduring conceptual structures. p.14 XXXXXXXXXXXXXXXXXXXXXXXXXXX Foreman, Joel. “Next-Generation Educational Technology Versus the Lecture.” Educause Review. 38.4 (2003) 12-22 Experiential

  17. Learning Strategies for Digital Natives • Increase teacher-student interaction & feedback • Engage students (motivation; involvement) • Accelerate student learning • Increase experiential learning (gaming; simulations, role playing) • Increase learning options • Increase peer-to-peer (collaborative) learning • Offer more “pull” web-based learning options • Offer more interactive multimedia learning.

  18. How? • Podcasts and Vodcasts • To bring other voices & faces into the discussion • Student created oral presentations

  19. How? • Blogs & Social Networks • To support class & small group discussion • To extend the bounds of the classroom • To encourage individual responsibility for information

  20. How? • Wikis • To support collaborative development of information resources & dissemination of information • To teach consensus-building & teamwork

  21. How? • Games & Simulations • To explore the relationship between physical and virtual • To teach the concepts of programming • To engage kinetic & spatial learners

  22. Male Lackluster Veteran Indifferent Female Connector Connected but hassled Inexperienced experimenter Light but satisfied Pew Internet & American Life Project Typology of ICT Users (May 2007) Web 2.0 Users Omnivore Productivity enhancer Mobile centric Off the network

  23. Thank You Kathleen Burnett, Ph.D. Florida State University College of Information kburnett@mailer.fsu.edu

More Related