Learning Technologies Interview Presentation
- 1. Using Learning Technologies and Social Media in an Undergraduate Information Literacy Program Presentation for Learning Technologies Librarian position June 6, 2013
- 2. The Prompt Please explain and demonstrate some ways that learning technologies and social media might be employed in outreach and instruction for an undergraduate-focused information literacy program.
- 3. The Agenda • Digital Natives and Demographics • User-Centered Information Literacy • Connecting with Patrons Where They Are • Conclusions
- 8. 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 2012 89.4% of Mason Students are 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
- 10. Designing Learning Objects • Efficient (cost and time) • Reusable • Interoperable • Durable • Accessible • Assessable • Customizable • Develops competency-based learning and higher order critical thinking skills • Course-based or remedial
- 11. Learning Management Systems (LMS) • Also called Course Management Systems (CMS) • Blackboard • Competitors: Desire2Learn, Moodle, Sakai • Centralize course content online • Wide variety in usage.
- 12. The Embedded Guide Approach • Embedding a course or subject guide accessible via a dedicated link, button, or icon in a LMS shell • Requires little to no customization of current instructional resources • Macro-level vs. micro-level
- 13. The Module Approach • Constructing modules of library content or information literacy tutorials that then get placed at strategic points in a LMS shell. • Does not require direct presence in LMS, but cooperation of instructor of record to place librarian created content. • Content may align with existing instructional resources, but may need to be reformatted for compatibility with LMS.
- 14. Point of Need Approach • Also called Just in Time Approach • Embedding links to specific library resources at strategic points within the course content presented in a LMS shell. • Requires active collaboration with course instructor, but little intervention on the part of the librarian. • Content must be customized to align with syllabus and course objectives.
- 15. The Library Course Approach • Constructing an entire stand-alone LMS shell presenting library resources and instructional materials on how to use them. • Time-intensive effort for librarians to design, deploy, and assess entire course. • May be offered as a supplement to existing curriculum or as an optional course available to all within the LMS.
- 16. The Embedded Librarian Approach • Having a librarian present an in-class information literacy session as well as having him/her interacting with students through a course-specific LMS shell. • A liaison librarian’s dream! • Participate as an active instructor throughout the course. • Deepest level of engagement and collaboration.
- 17. Additional Instructional Technologies • Wordpress/Content Management Systems • Wikis • YouTube • Guide on the Side
- 19. Social Media Usage By Gender Male 62% Female 71% By Age 18-29 83% 30-49 77% 50-64 52% 65+ 32%
- 20. Social Media Usage As of December 2012: 67% of online adults say they use Facebook 16% of online adults say they use Twitter 15% of online adults say they use Pinterest 13% of online adults say they use Instagram 6% of online adults say they use Tumblr Men use Twitter slightly more than women. Women use Pinterest significantly more than men. Women use Facebook and Instagram somewhat more than men.
- 23. Social Media Policy • Purpose • Audience • Message • Branding • Customizable • Flexible
- 24. Facebook • “What’s on your mind?” • Events • Campus Pride • Photos • News • Resources • Collections • Ohio State University Libraries • Mississippi State University Libraries • UCLA Powell Library
- 25. 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
- 26. 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
- 27. QUESTIONS?
- 28. ReferencesAlderman, T. (2013, March 6). The Fractious World of Digital Natives, Immigrants and Aliens. Huffington Post. Retrieved from http://www.huffingtonpost.com/tom-alderman/the-fractious-world-of-di_b_2821090.html Black, E. L. (2008). Toolkit Approach To Integrating Library Resources Into The Learning Management System. The Journal of Academic Librarianship, 34(6), 496–501. doi:10.1016/j.acalib.2008.09.018 Black, E. L., & Blankenship, B. (2010). Linking Students to Library Resources through the Learning Management System. Part of a special issue The fourteenth Off-Campus Library Services Conference proceedings: part 1, 50(5/6), 458–467. doi:10.1080/01930826.2010.488587 Bowen, A. (2012). A LibGuides presence in a Blackboard environment. Reference Services Review, 40(3), 449–468. doi:10.1108/00907321211254698 Chung, J. (2013, February 27). The Digital Native Fallacy: Teaching New Skills While Learning From Their Strengths. Huffington Post. Retrieved from http://www.huffingtonpost.com/jared-chung/the-digital-native- fallac_b_2774480.html Click, A., & Petit, J. (2010). Social networking and Web 2.0 in information literacy. The International Information & Library Review, 42(2), 137–142. doi:10.1016/j.iilr.2010.04.007 Cope, J., & Flanagan, R. (2013). Information Literacy in the Study of American Politics: Using New Media to Teach Information Literacy in the Political Science Classroom. Behavioral & Social Sciences Librarian, 32(1), 3–23. doi:10.1080/01639269.2013.750198 Digest of Education Statistics, 2011. (n.d.). Retrieved May 31, 2013, from http://nces.ed.gov/programs/digest/d11/tables/dt11_200.asp Dunn, R., & Menchaca, F. (2009). The Present Is Another Country: Academic Libraries, Learning Technologies, and Relevance. Part of the special issue, Redefining relevance: Exceeding user expectations in a digital age, 49(5), 469–479. doi:10.1080/01930820903089120 Enders, N. R. ., & Wineland, H. (2012). Writing a Social Media Policy for Your Library. Kentucky Libraries, 76(1), 16–19. Germek, G. (2012). Empowered library eLearning: Capturing assessment and reporting with ease, efficiency, and effectiveness. Reference Services Review, 40(1), 90–102. doi:10.1108/00907321211203658 Gilman, S., & Vincent, A. (2013). Pinteresting Possibilities: Rethinking Outreach for Design Students. Art Documentation: Journal of the Art Libraries Society of North America, 32(1), 138–151. doi:10.1086/669995 Henrich, K. J., & Attebury, R. I. (2013). Using Blackboard to Assess Course-Specific Asynchronous Library Instruction. Internet Reference Services Quarterly, 17(3-4), 167–179. doi:10.1080/10875301.2013.772930
- 29. References, cont. Honigman, B. (2012, November 29). 100 Fascinating Social Media Statistics and Figures From 2012. Huffington Post. Retrieved from http://www.huffingtonpost.com/brian-honigman/100-fascinating-social-me_b_2185281.html Ingram, K. (n.d.). Report: User Demographics for Popular Social Media Sites Facebook, Twitter, Pinterest. CMSWire.com. Retrieved May 31, 2013, from http://www.cmswire.com/cms/customer-experience/report-user-demographics-for-popular-social-media-sites-facebook-twitter-pinterest-019647.php Laughton, P. (2011). The use of wikis as alternatives to learning content management systems. The Electronic Library, 29(2), 225–235. doi:http://dx.doi.org/10.1108/02640471111125186 Lewin, I. B. T. (2012, November 2). Arthur Levine Discusses the New Generation of College Students. The New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/arthur-levine-discusses-the-new-generation-of-college-students.html Mackey, T. R., & Jacobson, T. E. (2011). Reframing Information Literacy as a Metaliteracy. College & Research Libraries, 72(1), 62–78. Mestre, L. S., Baures, L., Niedbala, M., Bishop, C., Cantrell, S., Perez, A., & Silfen, K. (2011). Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage. College & Research Libraries, 72(3), 236–252. Miller, R. K. (2012). Social media, authentic learning and embedded librarianship: a case study of dietetics students. Journal of Information Literacy, 6(2), 97– 109. Pew Internet: Social Networking (full detail) | Pew Research Center’s Internet & American Life Project. (n.d.). Retrieved May 31, 2013, from http://pewinternet.org/Commentary/2012/March/Pew-Internet-Social-Networking-full-detail.aspx Pope, E. (2009, October 15). Finding a Guide for Online Networking. The New York Times. Retrieved from http://www.nytimes.com/2009/10/15/your- money/15JOBS.html Prenksy, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1–6. Quigley, M. (2012, July 3). Digital Generation Gap. Huffington Post. Retrieved from http://www.huffingtonpost.com/mary-quigley/digital-natives- classroom_b_1643372.html Reports and Insights | The Social Media Report 2012 | Nielsen. (n.d.). Retrieved May 31, 2013, from http://www.nielsen.com/us/en/reports/2012/state-of- the-media-the-social-media-report-2012.html Rubin, B., Fernandes, R., Avgerinou, M. D., & Moore, J. (2010). The effect of learning management systems on student and faculty outcomes. The Internet and Higher Education, 13(1–2), 82–83. doi:10.1016/j.iheduc.2009.10.008 Sable, D. (2012, June 13). Digital Natives. Huffington Post. Retrieved from http://www.huffingtonpost.com/david-sable/digital-natives_b_1594060.html Shafer, J. (2010, September 13). Digital Native Calms the Anxious Masses. Slate. Retrieved from http://www.slate.com/articles/news_and_politics/press_box/2010/09/digital_native_calms_the_anxious_masses.html Smale, M. A., & Regalado, M. (2009). Using blackboard to deliver library research skills assessment: a case study. Communications in Information Literacy, 3(2), 142–157. Sult, L., Mery, Y., Blakiston, R., & Kline, E. (2013). A new approach to online database instruction: developing the guide on the side. Reference Services Review, 41(1), 125–133. doi:10.1108/00907321311300947 Vucovich, L. A. ., Gordon, V. S. ., Mitchell, N., & Ennis, L. A. . (2013). Is the Time and Effort Worth It? One Library’s Evaluation of Using Social Networking Tools for Outreach. Medical Reference Services Quarterly, 32(1), 12–25. doi:10.1080/02763869.2013.749107 Wilson, J. (2013). Ultimate Outreach: Exploring the Outreach Sea within the Engineering, Math and Physical Sciences Libraries at Cornell University. Science & Technology Libraries, 32(1), 68–83. doi:10.1080/0194262X.2012.758459 Witek, D., & Grettano, T. (2012). Information literacy on Facebook: an analysis. Reference Services Review, 40(2), 242–257. doi:10.1108/00907321211228309
Editor's Notes
- #5: 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.
- #6: 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?
- #7: Or, are we even using the same tools? (Insert Zach Morris cell phone joke here.)
- #8: 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.
- #11: 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.
- #12: 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
- #18: 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.
- #28: 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.