dianna e. sachs, carrie c. leatherman, kate a. langan western michigan university

Building Bridges: Restructuring Online Library Tutorials to Span the Generation Gap and Meet the Needs of Millennial Students

Dianna E. Sachs, Carrie C. Leatherman, Kate A. Langan

Western Michigan University

Today We Will CoverToday We Will Cover

Our Study: Compare 2 Online Our Study: Compare 2 Online Research TutorialsResearch TutorialsMillennial learning outcomesMillennial learning outcomesMillennial satisfactionMillennial satisfaction

What is a “Millennial”? What is a “Millennial”? Working on a tutorial?Working on a tutorial?

Strategies for “Millennial-friendliness”Strategies for “Millennial-friendliness”What happens next?What happens next?

Searchpath → Searchpath → ResearchPathResearchPath

ResearchPath ResearchPath Modules:Modules:

1.1. College-Level ResearchCollege-Level Research2.2. Key Research ConceptsKey Research Concepts3.3. Using the Library Using the Library

CatalogCatalog4.4. Finding ArticlesFinding Articles5.5. Using the InternetUsing the Internet6.6. Citing SourcesCiting Sources

ResearchPath Module 3ResearchPath Module 3

Searchpath Modules:Searchpath Modules:

1.1. Starting SmartStarting Smart2.2. Choosing a TopicChoosing a Topic3.3. Using WestCatUsing WestCat4.4. Finding ArticlesFinding Articles5.5. Using the WebUsing the Web6.6. Citing SourcesCiting Sources

Searchpath Module 3Searchpath Module 3

BackgroundBackground

““Searchpath”Searchpath”Created 2001 – award-winning in its Created 2001 – award-winning in its

timetime

Searchpath Today

Seen as:Seen as: Text-heavyText-heavy Clip artClip art Visual onlyVisual only Too linearToo linear Not very Not very

interactive interactive Overwhelming Overwhelming

contentcontent Awkward quiz Awkward quiz

reporting reporting structurestructure

What is a Millennial?What is a Millennial?

What is a Millennial?What is a Millennial?

Millennial Generation/Generation Millennial Generation/Generation Next/Gen YNext/Gen YBorn 1982-2002Born 1982-2002““Digital natives”Digital natives”Process information differentlyProcess information differentlyLearning Style: experiential, Learning Style: experiential,

interactive, authenticinteractive, authentic

Millennial Learning Millennial Learning PreferencesPreferences

Multi-taskingMulti-taskingGraphics Graphics HyperlinkedHyperlinkedNetworkedNetworked

GamesGamesInteractivityInteractivityFast-pacedFast-paced

Millennial StudentsMillennial Students

““A Vision of Students Today””

Source: “A vision of students today”. Michael Source: “A vision of students today”. Michael Wesch, Kansas State University. YouTube, Wesch, Kansas State University. YouTube, http://http://www.youtube.com/watch?v=dGCJ46vyR9o. .

ActivityActivity

Think back to when you were 12 Think back to when you were 12 years old. years old. Did you…Did you…

Four GenerationsFour Generations

Silent Silent (1925- 1945)(1925- 1945)

Boomer Boomer (1946-1964)(1946-1964)

Gen X Gen X (1965-1980)(1965-1980)

Millennial Millennial (1981-2002)(1981-2002)

TelephoneTelephone Landline Landline (party line?)(party line?)

LandlineLandline Landline/ Landline/ Cell phoneCell phone

Smart phoneSmart phone

MusicMusic Records/RadioRecords/Radio + 33 1/3 RPM+ 33 1/3 RPM + Audio + Audio cassettes/ CDscassettes/ CDs

+ digital music+ digital music

ComputerComputer Just starting – Just starting – punch cards, punch cards, binarybinary

Major research Major research institutionsinstitutions

Introduced in Introduced in high schoolhigh school

In the homeIn the home

CommunicatiCommunicationon

Letters/Letters/TelephoneTelephone

Letters/Letters/TelephoneTelephone

+ E-mail+ E-mail + Texting and + Texting and SNSN

AuthorityAuthority Respect Respect authorityauthority

Question Question authorityauthority

Challenge Challenge authorityauthority

Aspire to Aspire to bebe authorityauthority

OrganizationOrganizational Lifeal Life

Committed/ Committed/ Social contractSocial contract

Disillusioned/ Disillusioned/ DownsizedDownsized

Realistic/ Realistic/ Risk takersRisk takers

Take charge/ Take charge/ Group workGroup work

So what did we do?So what did we do?

2007-2009 – developed technical 2007-2009 – developed technical infrastructureinfrastructure

Summer 2009 – created Summer 2009 – created ResearchPath!ResearchPath!

ResearchPath

Used video, audio, and kinestheticUsed video, audio, and kinestheticMore concise contentMore concise contentInteractivity throughoutInteractivity throughoutStudent narrationStudent narrationPhotos of actual WMU studentsPhotos of actual WMU studentsUp-to-date visual componentsUp-to-date visual components

Did we succeed?Did we succeed?

Conducted 4-part research studyConducted 4-part research studyPart 1: Student satisfaction surveyPart 1: Student satisfaction survey

Part 2: Focus groups Part 2: Focus groups

Part 3: Quiz results Part 3: Quiz results

Part 4: Mock research assignment for Part 4: Mock research assignment for research skillsresearch skills

Study Methods and Study Methods and ProceduresProcedures

HSIRB – using students as our test HSIRB – using students as our test groupgroup

Advertise, Advertise, Advertise!Advertise, Advertise, Advertise!Incentives, Incentives, IncentivesIncentives, Incentives, IncentivesMultiple session times Multiple session times Proctored sessionsProctored sessions

ParticipantsParticipants

Part 1. Student Satisfaction Survey: Part 1. Student Satisfaction Survey: 13 participants13 participants

Part 2. Focus Group: 9 participantsPart 2. Focus Group: 9 participants

Part 3. Quiz Results: 23 participants Part 3. Quiz Results: 23 participants

Part 4. Research Project: 6+ Part 4. Research Project: 6+ participantsparticipants

Part 1: Student Part 1: Student Satisfaction SurveySatisfaction Survey

11 questions – ResearchPath vs. 11 questions – ResearchPath vs. SearchpathSearchpath4 multiple choice4 multiple choice7 open ended7 open ended


Watch three comparable modules of Watch three comparable modules of each tutorial each tutorial

Assigned as they entered siteAssigned as they entered site 45-60 minutes depending on 45-60 minutes depending on

individual and modulesindividual and modules


Quantitative ResultsQuantitative ResultsPreferred ResearchPath to Preferred ResearchPath to

Searchpath:Searchpath:85% more interesting 85% more interesting 78% easier to understand (retained 78% easier to understand (retained

more information)more information)9 out of 14 found audio helpful 9 out of 14 found audio helpful


Qualitative ResultsQualitative Results4 main areas of student comments: 4 main areas of student comments:

19 comments - self-pacing is important 19 comments - self-pacing is important feature.feature.

9 comments - audio is more engaging. 9 comments - audio is more engaging. 8 comments - embedded quizzes as 8 comments - embedded quizzes as

usefuluseful7 comments - Searchpath is 7 comments - Searchpath is

overwhelming due to to much overwhelming due to to much information.information.

Part 2: Focus GroupsPart 2: Focus Groups

6 6 MillennialMillennial participantsparticipants1 Borderline 1 Borderline

(1981)(1981)2 Gen-Xers2 Gen-Xers

8 “Compare and 8 “Compare and contrast”contrast”

Student-driven Student-driven discussiondiscussion

90 minutes 90 minutes recordedrecorded


A buffet of A buffet of informationinformation!!

It was like someone It was like someone was sitting next to was sitting next to me!me!

It flows, makes it It flows, makes it easier to easier to understandunderstand

Tutorials à la carte!Tutorials à la carte!


What they want:What they want:

Conversational; informal; Conversational; informal; self self pacingpacing; get more if you want more; ; get more if you want more; audio; simpler, straight to the point; audio; simpler, straight to the point; hands-onhands-on; broken-up into “chunks”; ; broken-up into “chunks”; neutral color scheme; neutral color scheme; enthusiasmenthusiasm; options for visual or ; options for visual or non-visual, audio or non-audio; non-visual, audio or non-audio; larger screen; larger screen; different formats and different formats and presentationspresentations


Things to avoid:Things to avoid:

Cheesy; Cheesy; distracting/loud color distracting/loud color schemesschemes; small screen; bad logos; ; small screen; bad logos; lack of control over contentlack of control over content; not ; not enough meaningful graphics and enough meaningful graphics and images; images; too much information all at too much information all at onceonce; don’t make me mad!; don’t make me mad!

Part 3: Quiz AnalysisPart 3: Quiz Analysis

Did better in ResearchPathDid better in ResearchPathIdentified areas of weakness in Identified areas of weakness in

tutorialstutorialsConsistent trouble with certain Consistent trouble with certain

conceptsconceptsReevaluate presentation of those Reevaluate presentation of those

conceptsconcepts

Part 3: Quiz Part 3: Quiz ResultsResults

SearchpathSearchpath ResearchPathResearchPath

Module 1Module 1College-Level ResearchCollege-Level Research

82%82% 100%100%

Module 2Module 2Choosing a TopicChoosing a Topic

90%90% 75%75%

Module 3Module 3Using the CatalogUsing the Catalog

84%84% 88%88%

Module 4Module 4Using DatabasesUsing Databases

73%73% 94%94%

Module 5Module 5Using the InternetUsing the Internet

84%84% 91%91%

Module 6Module 6Academic HonestyAcademic Honesty

90%90% 91%91%

Part 3: Quiz AnalysisPart 3: Quiz Analysis

Similar not identical quizzesSimilar not identical quizzesEffectiveness:Effectiveness:

Of each individual tutorialOf each individual tutorialFor Millennial studentsFor Millennial students

Part 4: Learning Part 4: Learning OutcomesOutcomes

Still in progress…Still in progress…Take tutorial & “hypothetical Take tutorial & “hypothetical

research project”research project”Compare results with control groupCompare results with control groupBlind evaluationBlind evaluation


Image of project they doImage of project they do


Preliminary Results:Preliminary Results: Students are equally able to Students are equally able to

complete research project after complete research project after taking either tutorialtaking either tutorial

Taking a tutorial increases abiltity to Taking a tutorial increases abiltity to complete research project, complete research project, compared with control groupcompared with control group

Bridge to the FutureBridge to the Future

What’s Next for What’s Next for ResearchPath? ResearchPath?

Technical issuesTechnical issuesCulturally sensitive contentCulturally sensitive contentGo further! More interactivity, Go further! More interactivity,

customizationcustomizationSpecialized populations at WMUSpecialized populations at WMU

ADA compliant “text only” versionADA compliant “text only” versionESL versionESL version

Learning management systemLearning management system

Continue the StudyContinue the Study

More participants = more More participants = more representative samplerepresentative sample

Part 5: use identical quiz questions Part 5: use identical quiz questions for both tutorialsfor both tutorials

What can you do to make your own What can you do to make your own online tutorials (or other materials) online tutorials (or other materials) more Millennial-friendly?more Millennial-friendly?Learn from othersLearn from others

Invest time and technical expertise Invest time and technical expertise to do it rightto do it right

Ask your students!Ask your students!Ask Ask manymany students students Listen to what they say – and what they Listen to what they say – and what they

don’tdon’t say say

Things To ConsiderThings To Consider

Use Your Crystal BallUse Your Crystal BallFood for thought – what will the next Food for thought – what will the next

generation look like?generation look like?

? ?

Clip art obtained from www.clker.com

Your StoriesYour Stories

Created online resources for Created online resources for Millennials? Millennials?

Share your experiences!Share your experiences!

BibliographyBibliography Moon, T. (2007). [Untitled compilation of data on Moon, T. (2007). [Untitled compilation of data on

Millennial students] Western Michigan University. Millennial students] Western Michigan University. Unpublished pamphlet. Unpublished pamphlet.

Oblinger, D. (2003). Boomers, Gen-Xers and Millennials: Understanding the new students. Educause Review, 2003(July/Aug), 36-47.

Reith, J. (2005). Understanding and appreciating the communication styles of the millennial generation. Vistas (2005).

Prensky, M. (2001). Digital natives, digital immigrants. Prensky, M. (2001). Digital natives, digital immigrants. On On the Horizonthe Horizon, , 99(5).(5).

Prensky, M. (2001b). Digital natives, digital immigrants, Prensky, M. (2001b). Digital natives, digital immigrants, part II: Do they really think differently? part II: Do they really think differently? On the HorizonOn the Horizon, , 99(6).(6).

Taylor, P., & Keeter, S. (Eds.). (2010). Taylor, P., & Keeter, S. (Eds.). (2010). Millennials: A Millennials: A Portrait of Generation NextPortrait of Generation Next. Retrieved from Pew Research . Retrieved from Pew Research Center website: Center website: http://pewsocialtrends.org/assets/pdf/millennials-confident-http://pewsocialtrends.org/assets/pdf/millennials-confident-connected-open-to-change.pdfconnected-open-to-change.pdf

Western Michigan University Libraries (2009). Western Michigan University Libraries (2009). ResearchPath.ResearchPath. Retrieved from Retrieved from http://www.wmich.edu/library/researchpathhttp://www.wmich.edu/library/researchpath

Western Michigan University Libraries (2001). Western Michigan University Libraries (2001). SearchpathSearchpath. Retrieved from . Retrieved from http://www.wmich.edu/library/searchpathhttp://www.wmich.edu/library/searchpath

Presentation is…Presentation is…

Available at:Available at:

http://homepages.wmich.edu/http://homepages.wmich.edu/~cjm8593/~cjm8593/

Questions?Questions?

Presentation is…Presentation is…

Available at:Available at:

http://homepages.wmich.edu/http://homepages.wmich.edu/~cjm8593/~cjm8593/

dianna e. sachs, carrie c. leatherman, kate a. langan western michigan university

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