Educating the millennial generation for evidence based information practice
(2006) Educating the millennial generation for evidence based information practice. Library Hi Tech 24(3):pp. 400-419.
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Abstract
Purpose: This paper will consider how library education can best incorporate the professions emerging interest in Evidence Based Practice (EBP) whilst ensuring that the educational experience is meaningful to the contemporary library student. Design: 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. Value: This paper contributes to the current discussion on how EBP can be effectively integrated into the contemporary library curriculum in general, and meet the learning needs of the millennial student in particular.
| Item Type: | Journal Article |
|---|---|
| RM Number: | 2007010118 |
| Status: | Published |
| Keywords: | evidence based practice, learning and teaching model, library and information professionals, evidence based information practice, evidence based librarianship, generation Y, library education |
| Subjects: | 330000 Education > 339900 Other Education 400000 Journalism, Librarianship and Curatorial Studies > 400200 Librarianship > 400201 Librarianship |
| ID Code: | 9214 |
| Deposited By: | Partridge, Helen |
| Deposited On: | 30 August 2007 |
| Alternative Locations: | http://dx.doi.org/10.1108/07378830610692163 |
| Copyright Owner: | Copyright 2006 Emerald |
| Additional Information: | For more information, please refer to the journal’s website (see link) or contact the author. Author contact details: g.hallam@qut.edu.au |