Sustainable decision making for emerging educational technologies in libraries

Hayman, Richard; Smith, Erika E.

doi:10.1108/rsr-08-2014-0037

Cited by 13 publications

(9 citation statements)

References 19 publications

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“…There is a number of newly emerging technologies, which admittedly could be introduced into IL, IR, or any other kind of class, but one should firstly consider if paying for it is in fact an evidence-based and well-informed decision. Hayman and Smith [54] address this specific problem, and claim that there is often a lack of available up-to-date research on the pedagogical value of such new technologies [54]. In the light of this, they present an evidence-based model for appropriately selecting newly surfaced educational technology and implementing them into practice, especially regarding a potential library instruction.…”

Section: Educationmentioning

confidence: 99%

The Landscapes of Sustainability in the Library and Information Science: Systematic Literature Review

2021

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In times of real threats to the continuity of the human civilization resulting from environmental degradation, depletion of natural resources, overpopulation, and other adverse factors, the issue of sustainable development is the subject of interest of many scientific disciplines. As a leading objective of this paper, the authors take up the topic of sustainable development seen through the lenses of the library and information science, which is considered with special attention paid to its economic, social, environmental, and cultural dimensions. In addition to reviewing the most important literature, the authors also explore the subject matter from a quantitative perspective. As a result of the research, the authors identify the key areas that affect libraries as cultural and scientific institutions, in which work related to the sustainability concept is actively carried out. Quantitative research allowed to determine the proportions of efforts made by scientists within the previously selected areas, and to outline trends observed within those areas—that is, to identify which areas have recently been gaining importance, and which may have ceased to be exploited. The authors hope that the research results not only shed light on the landscape of world science in the subject matter, but above all, that they support contemporary researches of these fields by identifying potentially the most important works influencing the shape of particular research areas, and the identification of current trends, which are present within the mentioned areas as well. Further research directions, which are potentially worth undertaking, are also emphasized.

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Section: Educationmentioning

confidence: 99%

The Landscapes of Sustainability in the Library and Information Science: Systematic Literature Review

2021

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“…Acknowledging that this trajectory toward meeting outcomes is at times fluid, matching affordances to outcomes should be an iterative process supplemented by information and evidence from a variety of sources, including educational research, grey literature, and formative and summative learner observations (Hayman & Smith, 2015). Nevertheless, alignment between learning outcomes and technological affordances acts as a useful foundation for scaffolding essential digital literacies, an activity that can bring learning about and with technology to the fore of the educational experience and avoid blanket assumptions about digital native learners' technology-related skills and preferences.…”

Section: Technological Affordances For Professional Educationmentioning

confidence: 99%

Not just digital natives: Integrating technologies in professional education contexts

Smith

Kahlke

Judd

2020

AJET

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In 2001, Prensky characterised a new generation of learners entering higher education as digital natives – naturally digitally literate and inherently proficient users of technology. While many educational technology researchers have long argued for the need to move beyond the digital native assumptions proposed by Prensky and other futurists, a critical review of the literature reveals that this concept remains influential in academia broadly and within professional education specifically. In light of this, we propose an alternative approach to technology integration in professional education settings that aims to avoid unhelpful digital native stereotypes by instead developing digital literacies in ways that leverage technological affordances. By building digital literacies across the procedural and technical, cognitive, and sociocultural domains connected to professional competencies, learners can effectively adopt and utilise emerging technologies through professional digital practices.

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“…Thus, an affordance can be understood as that which is made available (or, suggested) by characteristics that enable one to carry out possible (inter)actions via an object within a physical or virtual environment. For instance, having the ability to click or press an on-screen button via a mouse, trackpad, or touchscreen affords moving through space when navigating in the on-screen environment (Hayman & Smith, 2015;Smith & Hayman, 2016). Researchers have called for anti-determinist approaches to educational technology research by (re)-focusing on affordances, arguing that such approaches should be emphasized in academic analyses of education, technology, and young people (Buckingham, 2011;Selwyn, 2012).…”

Section: Affordances Of Social Media For Learningmentioning

confidence: 99%

Social media in undergraduate learning: categories and characteristics

Smith

2017

Int J Educ Technol High Educ

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This study investigates the core categories and characteristics of the social media technologies (SMTs) that undergraduate students choose to use in their own learning, outside of the formal curriculum. Within a mixed method research methodology, this inquiry employed 30 semi-structured interviews and an online survey (N = 679) to explore why and how undergraduates across disciplines view SMTs to be a meaningful part of their own university learning. Together, the qualitative and quantitative results demonstrate that several contextual relationships exist, including an important relationship between the particular ways of meaning making students identified and the specific social media technologies they use for their university learning. While no differences were found for general social media use, there is a significant relationship between particular ways of making meaning and use of specific SMTs, indicating the importance of learning context and social media affordances.

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Sustainable decision making for emerging educational technologies in libraries

Cited by 13 publications

References 19 publications

The Landscapes of Sustainability in the Library and Information Science: Systematic Literature Review

The Landscapes of Sustainability in the Library and Information Science: Systematic Literature Review

Not just digital natives: Integrating technologies in professional education contexts

Social media in undergraduate learning: categories and characteristics

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