The educating the net generation that we provide for you will be ultimate to give preference. This reading book is your chosen book to accompany you when in your free time, in your lonely. This kind of book can help you to heal the lonely and get or add the inspirations to be more inoperative. Yeah, book as the widow of the world can be very inspiring manners. As here, this book is also created by an inspiring author that can make influences of you to do more.

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Educating the Net Generation

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Invisible colleges : diffusion of knowledge in scientific communities

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Millennials Rising: The Next Great Generation

This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in academic success and persistence in higher education. Through a review of recent literature it is proposed that teaching presence–viewed as the core roles of the online instructor–is a promising mechanism for developing learning community in online environments. This investigation presents a multi-institutional study of 1067 students across 32 different colleges that further substantiates this claim. An instrument to assess instructor teaching presence (“The Teaching Presence Scale”) is presented and validated. Factor and regression analysis indicate a significant link between students' sense of learning community and effective instructional design and “directed facilitation” on the part of course instructors, and highlights interesting differences between online and classroom environments. Alternative hypotheses regarding student demographics associated with variables such as age (the “net generation” effect) and gender are also examined. Despite recent assertions that younger students are or soon will be too sophisticated to “feel at home” in largely text-based asynchronous learning environments, no significant effects were found by demographic differences examined. Recommendations for online course design, pedagogy, and future research are included.

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A Study of Teaching Presence and Student Sense of Learning Community in Fully Online and Web-Enhanced College Courses.

In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence indicative of a community of learners within the community of inquiry (CoI) framework [Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 1-19; Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23]. Results indicate that the survey items cohere into interpretable factors that represent the intended constructs. Further it was determined through structural equation modeling that 70% of the variance in the online students' levels of cognitive presence, a multivariate measure of learning, can be modeled based on their reports of their instructors' skills in fostering teaching presence and their own abilities to establish a sense of social presence. Additional analysis identifies more details of the relationship between learner understandings of teaching and social presence and its impact on their cognitive presence. Implications for online teaching, policy, and faculty development are discussed.

Community of inquiry as a theoretical framework to foster epistemic engagement and cognitive presence in online education

Summary Whether they are called the Nintendo Generation, Millennials, or Generation, contemporary 17- to 19-year-olds bring unique learning style preferences and worldviews with them when they come to libraries' information literacy classes. Prominent among their preferences are visual and kinesthetic learning styles. They have incredibly positive views of technologies' potentialities and their own abilities with technologies. Like all students, they learn more effectively when taught in accordance with their learning style preferences and when their worldviews are acknowledged. Changing teaching methods andmaterials for an information literacy course at California State University, Hayward, to accommodate better Generation learners correlated with improvements in students' attitudes and performances.

Teaching Information Literacy to Generation Y.

Finally - a guide to research methods for the real world. Library and information professionals are increasingly called upon to justify budgets, services, programs - sometimes even our very existence. This very practical and clear guide offers step-by-step guidance for using traditional research methods to help improve, validate, and ultimately advance the day-to-day work and purpose of libraries. Beck and Manuel's straight-forward and understandable approach shows how different methodologies - focus groups, usability tests, action research, classroom research, bibliometrics - can be used to evaluate and enhance library functions, including: instruction, Web site usability, program development, content analysis, user interactions, and more. Each chapter outlines a particular methodology's process, including: selecting the research topic, formulating questions, defining the population, gathering data, interpreting evidence, and telling the story. Specific advice for navigating legal and ethical concerns, avoiding incorrect inferences, overcoming communication obstacles, and working with institutional review boards is also included. This is an easy-to-use guide for practitioners and a down-to-earth introduction for library school students.

Practical Research Methods for Librarians and Information Professionals

SUMMARY Numerous surveys over the years have found that faculty value librarians more for their reference work, often described as “service,” than for their contributions to teaching; that 55–85 percent of faculty report using no LI with their classes; and that faculty have various reasons for not using librarian-provided instruction. This study differs from its predecessors by focusing specifically upon faculty who use LI heavily with their courses and interviewing them about why they use LI and what they value about it. Understanding these faculty members' values regarding LI, as expressed in their own words, can assist librarians in promoting course-integrated instruction.

An ethnographic study of attitudes influencing faculty collaboration in library instruction

Academic librarians have been creating Web‐based tutorials in support of their institutions’ distance education course and remote students for some time. For‐credit, distance education, information literacy classes for undergraduate students, however, have not yet begun to appear in significant numbers. In creating such a course, LIBY 3200, California State University, Hayward, sought to meet the needs of its students better and to explore the potential of distance education. Findings from experience teaching LIBY 3200 suggest that many students are less prepared to function – technologically and cognitively – in a Web‐based distance education environment than might be predicted. Design and delivery of course content proved time‐consuming, with few possibilities for short‐cuts, and teaching methods had to be adapted to help the students become autonomous learners, meaningfully capable of self‐directed learning in a Web‐based environment.

Teaching an online information literacy course

SUMMARY The Information Literacy Competency Standards for Higher Educationengage in a complex balancing of generality/universality and discipline-specificity in both their intended application and constituent competencies, the implications of which for library instruction have largely been unexplored. This article explores some of the tensions between discipline-specific and generic information literacy (IL) competencies as they relate to the sciences and suggests that disciplinary needs can largely be addressed through the application of generic standards. More problematic for IL in the sciences is the ahistorical and decontextualized nature of “general” discussions of IL and library instruction; misconceptions that the sciences are unreceptive to library instruction; and some of the rhetoric generally surrounding IL.

Kate Manuel

Papers

Teaching Information Literacy to Generation Y.

Practical Research Methods for Librarians and Information Professionals

An ethnographic study of attitudes influencing faculty collaboration in library instruction

Teaching an online information literacy course

Generic and discipline-specific information literacy competencies: The case of the sciences