Educating the Millennial Generation for evidence based information practice

Partridge, Helen and Hallam, Gillian (2006) Educating the Millennial Generation for evidence based information practice. Library Hi Tech, 24 3: 400-419. doi:10.1108/07378830610692163


Author Partridge, Helen
Hallam, Gillian
Title Educating the Millennial Generation for evidence based information practice
Journal name Library Hi Tech   Check publisher's open access policy
ISSN 0737-8831
2054-166X
Publication date 2006-07-01
Sub-type Article (original research)
DOI 10.1108/07378830610692163
Open Access Status Not yet assessed
Volume 24
Issue 3
Start page 400
End page 419
Total pages 20
Place of publication Bingley, United Kingdom
Publisher Emerald Publishing Limited
Language eng
Formatted 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.
Keyword Evidence-based practice
Information profession
Learning methods
Library instruction
Teaching methods
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: University of Queensland Library Staff Publications and Presentations
 
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