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The Net Generation: Implications for Libraries and Higher Education


Gadgets and Technology ... This infusion of technology does NOT translate to being an expert user ... Can we leverage these gadgets? Savvy Consumers ... – PowerPoint PPT presentation

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Title: The Net Generation: Implications for Libraries and Higher Education

The Net Generation Implications for Libraries
and Higher Education
  • Orbis-Cascade Consortium,
  • October 13, 2005 Andrew Bonamici, UO Libraries
  • Dena Hutto, Reed College Library
  • Dale Smith, UO Network Services
  • Jennifer Ward, UW Libraries

  • About the Frye Institute
  • Profile of the Net Generation
  • The next cohort What can we expect in 4-5 years?
  • Reshaping library services for todays students
  • Implications for redesign of learning spaces
  • Questions Discussion

Frye Institute
  • … As we plan for the future we must make
    provision for the recruitment and development of
    potential leaderspersons who are capable of
    seeing the big picture and understanding
    institutional relationships persons who welcome
    change and have the vision, imagination and
    courage to take carefully considered risks and
    who are unselfish in their goals, fair in their
    dealings, and trusted by the colleagues at all
    levels with whom they work." Billy E. Frye, 1999

Frye Institute
  • Stated Purpose of the Frye Institute
  • The purpose of the Frye Leadership Institute is
    to develop creative leaders to guide and
    transform academic information services for
    higher education in the twenty-first century. The
    Institute seeks to bring to tomorrow's higher
    education leadership the insights and
    understanding of the issues that will inform this
    framework, including academic, technology,
    economic, public policy, student, and
    constituent-relations dynamics.

Playing At The Big Table
  • Brian Hawkins
  • President of EDUCAUSE
  • What is needed to work
  • effectively with campus
  • executives?

Playing At The Big Table, continued
What is needed to work effectively with campus
Mindset redefining ourselves as generalists
not as librarians or technologists or faculty
members, but as responsible partners in the
academic enterprise. Smash The Silos

What is the Net generation, and what are their
learning preferences?
Educating the Net Generation
  • Diana Oblinger
  • Vice President of EDUCAUSE

Net Generation
  • Born in or after 1982
  • Gravitate toward group activity
  • 8 out of 10 say its cool to be smart
  • Focused on grades and performance
  • Busy with extracurricular activities
  • Fascination for new technologies
  • Racially and ethnically diverse

Saturated with Media
  • By 21, average Net-Gen-er
  • 10,000 hours video games
  • 200,000 emails
  • 20,000 hours TV
  • 10,000 hours cell phone
  • Under 5,000 hours reading
  • That is 1/10 the time reading as other media

Net Gen learning styles
  • Teams, peer-to-peer
  • Engagement experience
  • Visual kinesthetic
  • Demand for immediacy

Student in-class preferences
Student Preferences for levels of instructional
  • ?Kvavik, 2004

What should Faculty Do
  • Make learning interactive and experiential
  • Consider peer-to-peer approaches
  • Utilize real-world applications
  • Emphasize information literacy in courses
  • Mix online and face-to-face
  • Encourage reflection
  • Create opportunities for synthesis
  • Use informal learning opportunities

  • Todays students are no longer the people our
    educational system was designed to teach.
  • - Prensky, 2001

What can we expect in the next cohort of
Next Generation
  • Kids 14 years old today
  • Continuation of the net generation only with
    increasing intensity.
  • Multi-taskers
  • Hands on, experiential
  • Prefer media rich content
  • Gadget and Technology rich
  • Savvy Consumers
  • Expect quick results
  • Think technology is essential to education

  • Always doing many things
  • Short attention spans
  • Developed hypertext minds

Hands On, Experiential
  • Learn better by discovery
  • Possibly as a result of multitasking doing
    things much more interesting than listening about
  • Tend to like working in groups, often demands
    group work in courses
  • Likes interactive exchanges
  • Never read instructions

Prefer Media Rich Content
  • Media saturation results in intuitive visual
  • High levels of competency in visual / spatial
  • Focus on visual and media comes at some expense
    in text literacy

Gadgets and Technology
  • technology isn't something they think about --
    it's always there and they expect it work
  • This infusion of technology does NOT translate to
    being an expert user
  • Kids dont cleanly separate from parents and
  • Challenging for IT support organizations kids
    have no interest in understanding how things
    work, they just want them to work
  • Can we leverage these gadgets?

Savvy Consumers
  • Expect to be able to choose what kind of
    education they buy as well as what, where and how
    they learn
  • Wants choices in most things
  • Wants to be able to customize everything.

  • Want what they want right now
  • Part of the whole issue of multitasking
  • High demands on service and support organizations

Technology is Essential
  • It is such an important part of our world and
    embedded in our society, must know how to use it.
  • It is helpful and makes things faster
  • Helps poor students
  • Makes learning about anything anytime easier
  • To connect with friends

Some Debate
  • Naomi Baron, linguistics professor at American
    University thinks parents and educators have
    created this monster by pandering to them
  • at some point, what we are doing is killing
    higher education
  • Michael Gorman, Dean of Library services _at_ Cal
    State University at Fresno and President of ALA
  • this sort of end-of-history approach is dubious
    to me this idea that we have reached a
    watershed and we have to throw everything aside
    and come in with new approaches

More Debate
  • Robert Johnson, VP for Information Services at
    Rhodes College
  • As huge university libraries push aside their
    books, they are sending a terrible message to
    their students.
  • Dale Smith, Director of Network Services at the
    University of Oregon
  • Dont we have some responsibility to produce
    literate graduates?

Generational Change
  • How Does It Shape Library and Information

Sweeneys View
  • Observing Changes Libraries and information
    services have a front-row seat for seeing
    students learning behaviors
  • Faculty Response We mold how they learn
  • The Problem for Us How do we balance
    expectations of faculty and students?

What I Learned at Frye
  • The Inspiration Edward L. Ayers and the Valley
    of the Shadow project -- revisioning research
    results within parameters of technology and peer
    review process
  • The Question How do we redefine our services
    within the parameters of technological
    capabilities, faculty demands, and student needs?

Providing Information Resources
  • Observations
  • Students are awash in information
  • The librarys information is harder to get to
    than the results of a Google search
  • Solution?
  • Work with faculty and through the curriculum to
    convey to students that there are different kinds
    of information, some more valuable than others

Organizing Information Resources
  • Observations
  • Obstacles to getting information seem
    inexplicable to students
  • Anything less than full-scale digitization is
    less than impressive
  • Solutions?
  • Use technology to break down obstacles whenever
  • Indoctrinate students to the romance of dusty

Teaching about Information Resources
  • Observations
  • Role of librarians unclear to students
  • Librarians may not be where the students are,
    when the students are
  • Students may prefer figuring things out
    themselves, or with peers
  • Solutions?
  • Participate in the curriculum and campus life
  • Find ways to be where the students are
  • Explore peer-to-peer instructional service models

Enable Students and Faculty to Use Information
  • Observations
  • Students will use technology for its own sake
    not so faculty
  • Copying, reusing, and sharing information is easy
    -- especially if its digital. But is it legal?
  • Solutions?
  • Technology must enhance the learning experience
  • Students and faculty must have a safe space for
    using information

How Would We Like for NetGens to Think of the
  • As a source of valuable and readily available
  • As a place equipped for learning and study --
    both physical and virtual
  • As a haven for a community of learners

How should we redesign learning spaces?
What are Learning Spaces?
  • No longer a traditional classroom or strictly
    defined environment
  • Can be anywhere that people learn physical to
    virtual, classroom to chat room
  • Linked to research on Information Grounds

Informal Spaces
  • Students spend more time out of class than in it
  • Learning occurs through conversations, web
    surfing, social interactions
  • Mingle, share, make connections
  • Spontaneous interactions

  • Used to dealing with simultaneous inputs while
  • Different values when it comes to learning
  • Lets build it approach
  • Collaborative, social creatures
  • Almost symbiotic relationship with IT

Technology The Enabler
  • Technology is a tool
  • Ubiquitous access to technology
  • Laptops, tablets, cell phones, iPods, digital
    cameras, PDAs, etc.
  • - Devices continue to get smaller, functionality
    becomes integrated
  • Connected any time, any place

Learning Theory and Styles
  • Shift from memorization to understanding
  • Constructivist theory
  • Contextual
  • Active
  • Social
  • Problem-based

NetGen Learning Preferences
  • Teams
  • Peer-to-peer
  • Engagement and experience
  • Visual and kinesthetic
  • Service learning

Learning Activities
  • Collaborative
  • Cooperative
  • Supportive
  • Active
  • Multiple learning paths
  • Multiple learning resources

Software and Tools
  • IM, chat
  • Real-time polling devices
  • Screen sharing software
  • Online quizzes and tutorials
  • Media files
  • Discussion boards
  • E-portfolios
  • Web-based file sharing
  • Productivity, analysis, and presentation software

Facilities and Equipment
  • Café and wireless are almost a given
  • Comfortable, inviting environment
  • Natural lighting
  • Flexible seating
  • Tables with space for all the stuff
  • Accessible, adaptable, integrated facilities

Facilities and Equipment, cont.
  • Flexible IT infrastructure and complete IT
  • Shared screens smartboards, projectors, LCD
  • Printing
  • Digital media workstations
  • Multiple platforms, devices

  • Prediction is very difficult,
  • especially of the future.
  • -Niels Bohr

Ideas for Questions Discussion
  • Where can we find opportunities for
    collaboration -- between libraries between
    libraries other academic support partners?
  •   How do we make sure we support faculty who want
    to transition their teaching and curriculum?
  • Does having an educated populace benefit society
    or is a college education a private good for the

Questions Discussion
Ideas for Questions Discussion, continued
  • We as service and support organizations have
    built arcane mechanisms that force the student
    and faculty to understand history
    and organizational structure to find help.  What
    can we do about that?
  • The Net and Next Generation kids are used to
    customization, from cell phone covers, to the
    look and feel of the PC desktop, to web
    sites.   What should we do to provide a
    customizable college experience?

Thank You!
  • Andrew Bonamici,
  • Dena Hutto,
  • Dale Smith,
  • Jennifer Ward,