Libraries and the Millennial Lifestyle

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Libraries and the Millennial Lifestyle

• Information seeking in a wireless world

2
Overview

• Millennial lifestyles (ML) defined and denied
• their own lifelong culturea demographic
  tsunami(Sweeney 2004)
• Quick scan how are other libraries engaging
  millennials?
• Designing for diversity
• Library of the future

3
Characteristics of millennials

• technology as a fact of life
• prefer immediacy
• experiential
• social
• prefer structure over ambiguity
• non-linear learners
• diverse population--individual aspirations

Students from Leslee Shells Bio 187 class
Students from Leslee Shells Bio 187 class
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Technology as a Fact of Life

• virtually all net gen students were using
  computers by their teen years (Jones).
• 87 of 12-17 yr olds use the internet (Lenhart,
  2005).
• 11 million log on daily (Lenhart, 2005).
• media rich and media poor (McKay,2005).

Students from Leslee Shells Bio 187 class
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Immediacy

• 58 choose Google first before using library
  resources (Kaminsky,2003).
• students use commercial search engines and web
  portals such as MSN, AOL, or Yahoo as their first
  choice resource (OCLC, 2002).
• most students consistently choose IM over email
  because of speed (Lenhart, 2005).
• cell phone, text message dependence

6
Educating the Net Generation by Educause
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Experiential

• prefer engagement
• visual and kinesthetic learners/awareness of
  learning style
• focus on things that matter/ignore what doesnt
  matter

Webzine creators at McCook Community College,
McCook, Nebraska (AP Photo/McCook Community
College via Daily Gazette, 16 March 2005)
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Social

• team-oriented
• practiced in group work

Students from Leslee Shells Bio 187 class
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Prefer Structure Over Ambiguity

• Jamie McKenzie - structure and scaffolding
• Seatbelt generation - these students need and
  want security

Phoenix student Jael Rodriguez has a two-page
resume and 72,500 in college scholarships (AP
Photo/Arizona Republic, Michael Ging, 21 July
2005)
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Non Linear Learners

• Children raised with a computer develop hypertext
  minds (Prensky, 1997)
• Repeated exposure to digital media enables mental
  paper folding (Greenfield, 1984)
• Inductive discovery
• Attentional deployment
• Responding faster to expected and unexpected
  stimuli

Game creators at Camden Community College,
Camden, New Jersey (AP Photo/Sabina Louise
Pierce, 5 March 2003)
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Designing for Diversity

• Digital divide (Chakraborty, 2005)
• Regional/geographical urban vs. rural
• Global first vs. third world
• Sociopolitical haves vs. have nots, rich vs.
  poor, black vs. white
• Where is the knowledge of the haves created?
• Significance of culture and place (Caidi, 2005)

Danny Lopez, Tohono Oodham language and culture
preservationist, teaches at Tohono Oodham
Community College in Sells, Arizona (AP
Photo/Arizona Republic, Sherrie Buzby, 24
November 2004)
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Libraries

• Hispanic and Latino/a students and Black
  students are more frequent users of library
  resources, while White students use libraries the
  least.students attending baccalaureate liberal
  arts colleges use the library more often while
  those attending baccalaureate general colleges
  and doctoral/research-extensive universities do
  so least often (Kuh 2004).

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Dominant culture

• Dominant culture privilege and assimilation
  affect underrepresented populations (Harbour,et
  al 2003)
• the lack of certain social/cultural elements in
  the cultural context of many academic
  cultureshas been a real but hidden problem for
  increasing diversity and decreasing the
  performance gap. (Ibarra, 2004)
• Most faculty are members of the dominant culture
• College and university settings are based on a
  low-context centuries-old German research model
  (Ibarra, 2004)
• What is your cultural base? (for me, protestant
  work ethic, respect for intelligence,
  assertiveness, verbal, interactive)
• What activities can encourage sharing of
  knowledge structures from different cultures in
  the classroom,and in the community?

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How does your institution meet the needs of
millennials?

• turn to your partner
• use your cards to brainstorm two ways your
  instruction or college services address these
  needs(5 minutes)
• you may be asked to share one of these(10
  minutes)

active learning technique think-pair-share -
warm calling
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Break
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Quick Scan How are other libraries engaging
millennials?

• Engaging learning styles
• Designing flexible spaces
• Integrating structured learning, active learning
  techniques
• Utilizing user feedback
• Updating the scope of collections gaming,
  graphic novels, oral history projects
• Building web based tools and services

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How do you like to learn and play?

• Learning Style Assessment
• Universal Design for Learning - elements of good
  teaching for any learning style

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Reading (Gabriel 2001)
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Note Taking (Gabriel 2001)
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Exam Preparation (Gabriel 2001)
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Engage learning styles with concept mapping tools
Manipulate notes in Webnote
Peer-Reviewed vs Scholarly vs Primary
ARtivclesmap in Inspiration
Concept map in Cmap
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Teach students to synthesize information
Concept map created by students in ASU West
campus Librarian Lisa Kammerlochers Learning
Community
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Design flexible spacesthink of libraries as
living/learning communities (Ibarra, 2004).

• design for cognitive learning styles
• design for families
• extend or alter building and service hours
• protect conversation spaces and quiet spaces,
  different light levels, seating arrangements,
  access to outlets
• make your web space user centered rather than
  librarian-centered
• Communicative spaces types of conversations,
  public forums, development of rapport (Caidi,
  2004)

Seattle Public Central Library Norcliffe Living
Room
Seattle PublicCentral Library Faye G. Allen
Childrens Center
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Integrate structured learning with active
learning techniques instructional activities
involving students in doing things and thinking
about what they are doing (Bonwell, 1991).

• http//clte.asu.edu/active/lessons.htm

• think-pair-share
• jigsaw
• round robin
• muddiest point
• warm calling
• student demonstration
• hands-on
• role-playing
• problem-based learning
• game-based learning

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Problem-Based Learning Solves Problems

• Millennials like clues dislike lectures.
• Skills and content can be acquired at the same
  time.
• Example students are disengaged and think they
  already know everything the librarian can teach
  them about information.
• With PBL, learners create their own knowledge,
  and thus, retain it better.
• PBL is often adapted into a hybrid or case-based
  approach.

Librarian Joe Buenker working with students in
LSC 365
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Mysterious Viruses

• http//www.nytimes.com/pages/science/

27
BIO 187 lab used a scenario to motivate students
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Criteria for good problems

• real world scenarios
• Scale of relevancy from global to local
• Some aspects touch students personally (Glasgow
  1997)
• Reflection of a contemporary situation
• engaging, mysterious or controversial
• complex enough to be collaborative and encourage
  interaction
• Moral or ethical issues inherent in problem
• Accommodate a variety of ability and learning
  styles

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Update the scope of collections gaming, graphic
novels

• medium of choice for millennials
• participation in an affinity space allows for
  unbridled development of digital literacy skills
  (Squire 2002)
• Game Fest at Bloomington Public Library
  http//www.bloomingtonlibrary.org/gamefest/
• http//gaminginlibraries.org

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Games Engage Learners

• Games create a representation of an environment
  or process
• Students explore, or play in the representation
• Non-linear
• Interactive
• Social
• Social Impact Games
• http//www.socialimpactgames.com/

Board game created by lower division librrarians
at ASU at the West campus to teach basic library
skills
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Oral History Digital Libraries
Litchfield Park Founders Day Celebration - March
2006
Oral History Project with ASU Learning Community
- Fall 2004
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Utilize user feedback

• Allow for student assessment and response
• express research needs English 102 One Minute
  Survey
• Interact on a personal level English 102
  Defining Research Needs Worksheet

33
Evaluate class attitudes with Turning Point

• Use remote control devices to assess student
  response to questions in Powerpoint.
• Low-tech options
• show of hands
• colored cards
• noise-makers

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Build web-based tools and services

• Let your website guide users through the
  collection
• http//www.lib.ncsu.edu/catalog/
• Work with users over a distance
• chat with a librarian
• http//library.west.asu.edu/services/ask-a-librari
  an.html
• http//www.loc.gov/rr/askalib/
• webconference
• web consultation
• collect data with web tools

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Conference with Macromedia Breeze
Breeze session with the AULC Google Scholar
project.
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Consultation via Online Module

• WebQuest
• Research Needs Worksheet
• Customizable
• Structured
• Focus on process

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Web survey tools
Muddiest pont survey created by Kathrine
Henderson, ASU at the West campus business
librarian, using SurveyMonkey
Zoomerang, another web-accesible survey tool
38
Break
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The library of the future (2025)

• 6. Information/reference desk
• 7. Youth services
• 8. Instruction/homework help
• 9. Diversity
• 10. Leadership/ staff development

• Facility design
• Programming
• Community embeddedness
• Information architecture - amazon com-ification
• Outreach/digital divide

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Instructions
active learning technique round robin

• Join a group. Take a sheet from the center of the
  table. Identify an activity/policy/program that
  your library offers.
• Describe the current activity/policy/program.
• Using the principles you learned today, envision
  this activity as it could be in the year 2025.
• When you have finished writing, share your vision
  with the table (each person talks when he/she
  holds the talking stick and then passes it to the
  person on their right. Hint start with the
  person whose birthday most recently passed.)

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Conclusion

• What does it mean to be a millennial?

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References
Bonwell, C., Eison, J. (1991) Active Learning
Creating Excitement in the Classroom. Report
EDO-HE-91-1. Caidi, N., Allard, D. (2005)
Social inclusion of newcomers to Canada an
information problem? Library and Information
Science Research, 27, 302-324. Costello, B.,
Stryker,J. (2004). Using Blackboard in Library
Instruction Addressing the Learning Styles of
Generations X and Y. Chakraborty, J., Bosman,
M. (2005) Measuring the digital divide in the
United States race, income, and personal
computer ownership, Professional Geographer,
57(3), 395-410. Chronicle of Higher Education.
(2005) Chronicle of Higher Education Almanac.
Chronicle of Higher Education. http//http//chron
icle.com/free/almanac/2004/index.htm Fidel, R.,
Davies, R. K., Douglass, M. H., Holder, J. K.,
Hopkins, C. J., Kushner, E. J. et al. (1999). A
visit to the information mall Web searching
behavior of high school students. Journal of the
American Society for Information Science American
Society for Information Science, 50(1), 24-37.
Greenfield, P. M. (1984). Mind and media The
effects of television, video games and computers.
Cambridge, MA Harvard University Press.
Harbour, C., Middleton, V., Lewis, C.,
Anderson, S. (2003) Naming the other how
dominant culture privilege and assimilation
affect selected underrepresented populations at
the community college, Community College Journal
of Research and Practice, 27, 829-842. Ibarra,
R. (2005). A place to belong the library as a
prototype for context diversity, ACRL Twelfth
National Conference, Minneapolis, Minnesota,
April 7-10.
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References (cont.)
Jones, S. (2002) The Internet Goes to College
How Students are Living in the Future with
Todays Technology, Pew Internet American Life
Project. Washington, DC Pew http//www.pewinterne
t.org/reports/toc.asp?Report71 Kaminski, K.,
Seel, P., Cullen, K. (2003). Educause
Quarterly, 26(3), 34-40. Lenhart, A., Madden,
M., Hitlin, P. (2005). Teens and technology No.
July 27)PEW Internet American Life Project.
October 1, 2005, from the www.pewinternet.org/pdfs
/PIP_Teens_Tech_July2005web.pdf database.
McKenzie, J. (1999). Retrieved October 8, 2005,
2005 from http//fno.org/dec99/scaffold.html
Miller, M., Pope, M., Steinmann, T. (2005) A
profile of contemporary community college student
involvement, technology use, and reliance on
selectec college life skills, College Student
Journal, 39(3), 596-603. Oblinger, D., Oblinger,
J., eds. Educating the Net Generation. Educause,
2005. Prensky, M. (2001). Digital natives,
digital immigrants part II Do they really think
differently? On the Horizon, 9(6), October 1,
2005 . Retrieved October 3, 2005, from
http//www.marcprensky.com/writing/default.asp
Squire, K. Steinkuhler, C. (2005) Meet the
gamers, Library Journal 130(7), 38-41. Thurlow,
C., McKay, S. (2003). Profioling "new"
communication technologies in adolescence.
Journal of Language and Social Psychology, 22(1),
94-103. Weiler, A. (2005). Information-Seeking
Behavior in Generation Y Students Motivation,
Critical Thinking, and Learning Theory.
Wilhelm, A. G. (2004). Digital nation Toward
an inclusive information society. Cambridge,
Mass. London MIT Press.