Teaching information literacy to the Net Generation

1. Teaching information literacy to the Net Generation Hela Ojasaar Deputy of the Head of the Research and Development Center National Library of Estonia

2. National Library of Estonia (NLE) • Established on December 21, 1918. • The National Library carries out the tasks of public and parliamentary library, and special library of humanities and social sciences according to National Library of Estonia Act in accordance with described tasks in classifications of these library types passed in UNESCO, IFLA, ISO and in other international organisations.

3. Reader groups according to the Library service quality assessment survey in 2006

4. User training at the National Library • User training is a teaching activity and also an essential library service which objectives are • to achieve awareness of the Library’s services and their active use, • to develop the user’s knowledge and abilities to find, select and use information in the traditional and electronic library environment.

5. User training programme • Elementary training • Module 1 Basics of information retrieval • Module 2 E-library • Advanced training • Module 3 Subject information courses • Module 4 Training according to the requirements of those who order the training

6. The Net Geners grew up in an environment surrounded by and using graphical web browsers, laptops, cell phones, instant messenger services, broadband, wireless, video games. The Net Generation Z – youths born in or after 1990

7. The Net-Geners • ... are electronic multitaskers • ... prefer to be interactive • ... are non-linear thinkers • ... are digital and visual learners • ... tend to be more comfortable constructing their knowledge than being instructed

8. The Net Generation and information • Informal instruction through trial and error. • Browsing the Web is time consuming. • Information is freely available on the Internet. • They are confident in their search abilities. They believe they are SUPER-SEARCHERS and can find what they need for course work and research on their own.

9. The library vs Google • All information that comes from Google is gospel truth. • They rate convenience over quality. They want to get information fast. • They expect libraries and research resources to be accessible remotely (from home), where they can multitask comfortably and snack and watch television. • Research does not need to begin in a library.

10. The information-seeking problems of high-schoolers responding to academic information need • The survey was carried through in 2006 in an English comprehensive school among pupils from 13-18 years of age. • Information-seeking problems were explored solely within the context of information required for school purposes. • The respondents identified a wide range of individual issues which they had found problematic: • difficulties in initial decision-making; • restrictions of the user's “information world”; • process frustrations; • shortcomings in the retrieved information; • limitations on information use; • barriers to the construction of meaning. • Shenton, A.K. (2008), The information-seeking problems of high-schoolers responding to academic information need, Library Review , Vol. 57 No 4, pp. 276-288.

11. Identifying learning needs of young users • Observations and experience of reference services • Web-based questionnaires, library service quality surveys • Collaboration with teachers who can provide advice, support and additional learning resources • Analysis and assessment of trainings feedback

12. Integrating information literacy skills and Internet technologies into the curriculum • The Ministry of Education and Research • School librarians • School principals and teachers • Librarians, researchers and lecturers of universities

13. Course related training sessions • Information literacy skills are best taught at the point of need and of relevance. • Skills should be taught functionally and in the context of a topic of study, incl: • history, • social sciences, • economics, • native language, • English or German, • informatics, • music history, • art history, • basics of research.

14. Basics of information retrieval • The objectives of the programme are • to developthe user’s knowledge and abilities to determine their information needs and to find, select and use information either in the Internet or library environment; • to provide learners with quality information from traditional library sources and from Internet resources; • to show the users how to save time when searching.

15. Main topics • Internet is integrated into training sessions. • Practical session about searching Google and other search engines effectively. • Advantages and disadvantages of the Wikipedia as a major reference tool. • Subject fields and servicesof the NLE. • Electronic catalogue, databases and services. • Comparing the Internet information sources with those of the library, pointing out the advantages of the library.

17. Training tips • Visiting schools and classrooms • Hands-on learning techniques • Demonstration • Handouts as learning and advertising materials • Digital resources of the library

18. The oldest Estonian newspaper

19. The analysis and assessment of trainings feedback • Oral and written feedback • training programme, training material • teachers • expectations, needs and skills of learners • The results of analysis are usedfor • identifying the level of information competence of learners and individual performance, • more effective use of educational methods, • chronological planning of the training, • compiling training material, • developing pedagogical skills of teachers.

21. Bridging the gap between the Net Generation and the libraries • The key information skills must be taught rigorously. • Implementing collaborative strategies will enable teacher-librarians effectively teach young people and integrate information literacy into the subject courses / curriculum. • Electronic and digital resources acquired by the libraries can play a critical role in today’s students learning.