The Future Is in Doubt: Librarians, Publishers, and Networked Learning in the 21st Century
This article considers the relationship between social networking tools, such as Facebook, and le... more This article considers the relationship between social networking tools, such as Facebook, and learning. It examines the consequences of personalization associated with such tools on research, critical thinking, and information literacy. New roles for libraries and librarians are discussed, as are the broader social, political, and cultural implications of changes to how students are educated.
This chapter considers the role of libraries and educational publishers in the information age. S... more This chapter considers the role of libraries and educational publishers in the information age. Studies show that, for most college and university students, the triggerfor research remains the classroom as signment. Tasks associated with specc learning objectives-writing apaper preparing an interpretive reading, engaging in historical or statistical analysis-still motivate students to engage in research. What has changed is the fact that students no longer rely on librarians, libraries, or traditional publishers for information resources. They go directly to search engines. Today 's learners are, however, quickly overwhelmed and, despite being "digital natives, "struggle to evaluate information and organize it to build ideas. The ability ofpublishers, librarians, and libraries to address this issue will determine their relevancy in the 21x1 century and, perhaps, the success ofstudents themselves in the information age. This chapter reviews a wide variety of literature and experiential data on information literacy, findability, metadata, and use of library resources and proposes how all players can re-think their roles.
This chapter considers the role of libraries and educational publishers in the information age. S... more This chapter considers the role of libraries and educational publishers in the information age. Studies show that, for most college and university students, the triggerfor research remains the classroom as signment. Tasks associated with specc learning objectives-writing apaper preparing an interpretive reading, engaging in historical or statistical analysis-still motivate students to engage in research. What has changed is the fact that students no longer rely on librarians, libraries, or traditional publishers for information resources. They go directly to search engines. Today 's learners are, however, quickly overwhelmed and, despite being "digital natives, "struggle to evaluate information and organize it to build ideas. The ability ofpublishers, librarians, and libraries to address this issue will determine their relevancy in the 21x1 century and, perhaps, the success ofstudents themselves in the information age. This chapter reviews a wide variety of literature and experiential data on information literacy, findability, metadata, and use of library resources and proposes how all players can re-think their roles.
In the last two decades, fundamental changes in information distribution, in the general economy,... more In the last two decades, fundamental changes in information distribution, in the general economy, and in the behaviors of faculty, students, and library staff have problematized the question of an academic library's value and how it can be measured. This article reviews those changes and, drawing on research linked to the Collegiate Learning Assessment exam and Project Information Literacy, identifies undergraduate learning outcomes as an educational "pain point" that libraries are well-positioned to address. It argues that measuring libraries' value in terms of supporting improved undergraduate learning outcomes will lead increased funding prospects and greater relevancy.
The Future Is in Doubt: Librarians, Publishers, and Networked Learning in the 21st Century
This article considers the relationship between social networking tools, such as Facebook, and le... more This article considers the relationship between social networking tools, such as Facebook, and learning. It examines the consequences of personalization associated with such tools on research, critical thinking, and information literacy. New roles for libraries and librarians are discussed, as are the broader social, political, and cultural implications of changes to how students are educated.
This chapter considers the role of libraries and educational publishers in the information age. S... more This chapter considers the role of libraries and educational publishers in the information age. Studies show that, for most college and university students, the triggerfor research remains the classroom as signment. Tasks associated with specc learning objectives-writing apaper preparing an interpretive reading, engaging in historical or statistical analysis-still motivate students to engage in research. What has changed is the fact that students no longer rely on librarians, libraries, or traditional publishers for information resources. They go directly to search engines. Today 's learners are, however, quickly overwhelmed and, despite being "digital natives, "struggle to evaluate information and organize it to build ideas. The ability ofpublishers, librarians, and libraries to address this issue will determine their relevancy in the 21x1 century and, perhaps, the success ofstudents themselves in the information age. This chapter reviews a wide variety of literature and experiential data on information literacy, findability, metadata, and use of library resources and proposes how all players can re-think their roles.
This chapter considers the role of libraries and educational publishers in the information age. S... more This chapter considers the role of libraries and educational publishers in the information age. Studies show that, for most college and university students, the triggerfor research remains the classroom as signment. Tasks associated with specc learning objectives-writing apaper preparing an interpretive reading, engaging in historical or statistical analysis-still motivate students to engage in research. What has changed is the fact that students no longer rely on librarians, libraries, or traditional publishers for information resources. They go directly to search engines. Today 's learners are, however, quickly overwhelmed and, despite being "digital natives, "struggle to evaluate information and organize it to build ideas. The ability ofpublishers, librarians, and libraries to address this issue will determine their relevancy in the 21x1 century and, perhaps, the success ofstudents themselves in the information age. This chapter reviews a wide variety of literature and experiential data on information literacy, findability, metadata, and use of library resources and proposes how all players can re-think their roles.
In the last two decades, fundamental changes in information distribution, in the general economy,... more In the last two decades, fundamental changes in information distribution, in the general economy, and in the behaviors of faculty, students, and library staff have problematized the question of an academic library's value and how it can be measured. This article reviews those changes and, drawing on research linked to the Collegiate Learning Assessment exam and Project Information Literacy, identifies undergraduate learning outcomes as an educational "pain point" that libraries are well-positioned to address. It argues that measuring libraries' value in terms of supporting improved undergraduate learning outcomes will lead increased funding prospects and greater relevancy.
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