I attended the Gartner session earlier, but it was unremarkable.<\/p>\n
For this session, Susan Curzon, Dean, University Library at California State University, Chuck Dziuban, Director, Research Initiative for Teaching Effectiveness, and Martha Marinara, Director, Information Fluency Quality Enhancement Program at the University of Center Florida presented.<\/p>\n
Chuck started by introducing a photo from their web site promoting Information LIteracy, Technology, Critical Thinking mediated by effective communication.<\/p>\n
Story number 1.\u00c2\u00a0 At the beginning of their initiative, they had trouble getting students to go to their web site.\u00c2\u00a0 The student president suggested they advertise in the campus newspaper and in Facebook.\u00c2\u00a0 One week later they had 27.000 hits to their web site.<\/p>\n
Chuck profiled the generations: Matures, Baby Boomers, Generation X and Millennials.<\/p>\n
Matures (prior to 1946)<\/p>\n
Baby Boomers (1946-1964)<\/p>\n
Generation X (1965-1980)<\/p>\n
Millennials (1981-1994)<\/p>\n
Millennials are least satisfied with online learning; they are least able to integrate and are not able to change their approach to learning.\u00c2\u00a0 <\/p>\n
Millennial learning styles are twitch speed, parallel processing, graphics first, connected, active learning, learn by play, learn by fantasy, technology friendly; Lifestyles are special, sheltered, confident, team oriented, achieving, pressured and conventional.<\/p>\n
CHallenges include in learning styles: surface functioning, difficult to teach, research by “surf”, weak critical thinking skills, naive beliefs regarding intellectual property, technology preferences have little institutional context.\u00c2\u00a0 Lifestyle is sefl focused, artificial self esteem, anything is possible orientation, cynical, life by lottery and a “yeah right” attitude.<\/p>\n
Martha presented next.\u00c2\u00a0 Millennials want control over their education.\u00c2\u00a0 It should be quick and convenient.\u00c2\u00a0 Information LIteracy, Technology Literacy and Critical Thinking are a continuum and communication is a mediating force that transforms all three into Information Fluency.\u00c2\u00a0 While UCF has funding ($5 million) and time (5 years), it will take longer to complete the transformation.\u00c2\u00a0 Resources from across the campus were included in the effort: Library, Faculty Center, Career Resources, Faculty, etc. were all involved).<\/p>\n
They have four pilot projects at present, and larger projects are in discussion now.\u00c2\u00a0 They’ve launched a web site<\/a> to promote Information Fluency.<\/p>\n Susan began by providing an overview of the CSU system.\u00c2\u00a0 The libraries launched a program years ago to promote information literacy.\u00c2\u00a0 Eventually every campus in the system became involved in the program.<\/p>\n Questions we should all consider:<\/p>\n These questions (along with several I missed) should all be considered in approaching an information literacy program. Technorati Tags: EDUCAUSE2006<\/a>, information literacy<\/a>, information fluency<\/a><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" I attended the Gartner session earlier, but it was unremarkable. For this session, Susan Curzon, Dean, University Library at California State University, Chuck Dziuban, Director, Research Initiative for Teaching Effectiveness, and Martha Marinara, Director, Information Fluency Quality Enhancement Program at … Continue reading \n
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