Educating the Millennial Generation for evidence based information practice

Abstract

Purpose -The purpose of this paper is to consider how library education can best incorporate the profession's emerging interest in evidence-based practice (EBP) whilst ensuring that the educational experience is meaningful to the contemporary library student. Design/methodology/appraoch -A learning and teaching model developed by the Queensland University of Technology will be presented as a case study on how the library education curriculum can be developed to incorporate a focus on EBP whilst catering to the unique learning style of the millennial student. Findings -To effectively meet the needs of the millennial student, library educators must develop their curriculum to include a real world activities and perspective, be customisable and flexible, incorporate regular feedback, use technology, provide trusted guidance, include the opportunity for social and interactive learning, be visual and kinaesthetic, and include communication that is real, raw, relevant and relational. Originality/value -This paper contributes to the current discussion on how EBP can be integrated effectively into the contemporary library curriculum in general, and meet the learning needs of the millennial student in particular.

Price, rebate and order quantity decisions in a newsvendor framework with rebate-dependent recapture of lost sales

“…The learning styles and preferences identified by Johnson and Romanello (2005) are echoed by other researchers (Jonas-Dwyer & Pospisil, 2004;Partridge & Hallam, 2006).…”

“…Millennials, also referred to as Generation Y, Gen Y, Generation Next, the Net Generation, Nexters, Echo Boomers, and the Nintendo Generation, (Gardner & Eng, 2005;Howe & Strauss, 2000;Mangold, 2007;Partridge & Hallam, 2006) King riots, the Lewinsky scandal, September 11, major corporate scandals including Enron and WorldCom, Hurricane Katrina, and the war against terrorism (Alsop, 2008;Howe & Strauss, 2000;Johnson & Romanello, 2005;Mangold, 2007). These shared events contributed to the development of a generation characterized by their helicopter parents, feelings of entitlement, optimism, civic minded, team oriented, structured, technologically savvy, multi-taskers, and impatience (Alsop, 2008;Johnson & Romanello, 2005;JonasDwyer & Pospisil, 2004;Partridge & Hallam, 2006;Spiro, 2006).…”

“…These shared events contributed to the development of a generation characterized by their helicopter parents, feelings of entitlement, optimism, civic minded, team oriented, structured, technologically savvy, multi-taskers, and impatience (Alsop, 2008;Johnson & Romanello, 2005;JonasDwyer & Pospisil, 2004;Partridge & Hallam, 2006;Spiro, 2006).…”

“…Other forms of evidencebased practices include evidence-based librarianship or evidence-based information practices (Partridge & Hallam, 2006), and evidence-based education (Rousseau & McCarthy, 2007). Evidence-based practice "is the process of using formal research skills and methods to assist in decision-making and establishing best practice" (Partridge & Hallam, 2006, p. 400).…”

Evidence-based teaching (EBT) and health librarians: some questions and considerations

“…Partridge suggests that ''librarians can engage in their own evidence-based teaching by continually questioning, reviewing and examining their approaches'' [11]. To begin, we should share more of our strategies and ''what works'' as case studies.…”