Teaching Information Literacy to Generation Y.
TL;DR: The authors found that changing teaching methods and materials for an information literacy course at California State University, Hayward, to accommodate better Generation learners correlated with improvements in students' attitudes and performances.
Abstract: 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.
Citations
More filters
Book•
23 Jun 2005
TL;DR: This reading book is your chosen book to accompany you when in your free time, in your lonely, this kind of book can help to heal the lonely and get or add the inspirations to be more inoperative.
Abstract: 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.
2,170 citations
TL;DR: 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.
Abstract: 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.
602 citations
Cites background from "Teaching Information Literacy to Ge..."
...…that the emergent “net generation” is or will soon be too technologically sophisticated to find the typical, largely textbased, asynchronous learning management systems in use today relevant or useful for their learning (e.g. Dede, 2005; Manuel, 2002; Oblinger & Oblinger, 2005; Prensky, 2001)....
[...]
TL;DR: 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 and determined that 70% of the variance in the online students' levels of cognitive presence can be modeled based on their reports of their instructors' skills in fostering teaching presence.
Abstract: 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.
537 citations
TL;DR: Research in information-seeking behavior, motivation, critical thinking, and learning theory was explored and compared in a search for possible motivating factors behind students' dependence on television and the Internet for their information needs.
488 citations
References
More filters
Book•
01 Jan 1997
TL;DR: The book Growing Up Digital as mentioned in this paper profiles the rise of the N-Generation, which is using digital technology to change the way individuals and society interact, and highlights the common characteristics of this generation: acceptance of diversity, curiosity about exploring and discovering new worlds over the Internet, assertiveness and self-reliance, which result when these kids realize they know more about technology than the adults around them.
Abstract: From the Publisher:
The bestselling book announcing the arrival of the Net Generationthose kids who are growing up digitalnow in paperback. Heraled by Library Journal as one of the Best Business Books of 1997,Growing Up Digital tells how the N-Generation is learning to communicate,work,shop and play in profoundly new waysand what implications this has for the world and business.
Growing Up Digital offers an overview of the N-Generation,the generation of children who in the year 2000 will be between the ages of two and twenty-two. This group is a "tsunami" that will force changes in communications,retailing,branding,advertising,education,etc. Tapscott commends that the N-Generation are becoming so technologically proficient that they will "lap" their parents and leave them behind.
The book also demonstrates the common characteristics of the N-Generation: acceptance of diversity,because the Net doesn't distinguish between racial or gender identities,curiosity about exploring and discovering new worlds over the Internet and assertiveness and self-reliance,which result when these kids realize they know more about technology than the adults around them.
This eye-opening,fact-filled book profiles the rise of the Net Generation,which is using digital technology to change the way individuals and society interact. Essential reading for parents,teachers,policy makers,marketers,business leaders,social activists,and others,Growing Up Digital makes a compelling distinction between the passive medium of television and the explosion of interactive digital media,sparked by the computer and the Internet.
Tapscott shows how children,empowered by new technology,are takingthe reins from their boomer parents and making inroads into all areas of society,including our education system,the government,and economy. The result is a timely,revealing look at our digital future that kids and adults will find both fascinating and instructive.
2,072 citations
Journal Article•
TL;DR: The Trustees of Indiana University 11-01-13 [v2] as discussed by the authors have asked students to answer the following questions: "During the current school year, about how often have you done the following?"
Abstract: Copyright © 2013 Trustees of Indiana University 11-01-13[v2]] 1. During the current school year, about how often have you done the following? Response options: Very often, Often, Sometimes, Never a. Asked questions or contributed to course discussions in other ways b. Prepared two or more drafts of a paper or assignment before turning it in c. Come to class without completing readings or assignments d. Attended an art exhibit, play, or other arts performance (dance, music, etc.) e. Asked another student to help you understand course material f. Explained course material to one or more students g. Prepared for exams by discussing or working through course material with other students h. Worked with other students on course projects or assignments i. Gave a course presentation
838 citations
Book•
01 Jan 2000
TL;DR: The Age of Access as discussed by the authors is a journey into the new world of hyper-capitalism where accessing experiences becomes more important than owning things and all of life is a paid-for activity.
Abstract: From the Publisher:
Destined to become one of the most talked-about books of 2000, here is a journey into the new world of hyper-capitalism where accessing experiences becomes more important than owning things and all of life is a paid-for activity.
In The End of Work, Jeremy Rifkin argued that computers, robotics, telecommunications, and biotechnologies are fast replacing human beings in virtually every industry and workplace. In The Age of Access, he goes further, showing how new technologies are even eliminating concepts of "property" and "ownership" from our lives. In this new era, we will buy enlightenment and play, grooming and grace, and everything in between in the form of purchased experiences.
Imagine a world where virtually every activity outside the confines of family relations is a paid-for experience--a world where traditional reciprocal obligations and expectations are replaced by contractual relations in the form of paid memberships, subscriptions, admissions charges, retainers, and fees.
For the first time in modern history, Rifkin argues, ownership of physical property is seen as an albatross, and intangible ideas and expertise are the chief generators of wealth. This dramatic shift affects corporations as much as consumers: the world's major companies are quickly shedding property holdings, factories, and other assets in favor of massive outsourcing and leasing.
Rifkin warns of a dawning era in which giant access-providing companies are profiting from every aspect of human existence, while consumers own nothing. In this new economy, access-sellers will finally be able to commidify all of human experience.
773 citations