Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y

Costello, Barbara; Lenholt, Robert; Stryker, Judson P.

doi:10.1016/j.acalib.2004.07.003

Cited by 51 publications

(28 citation statements)

References 5 publications

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“…This use of course management software appeals to students of the 21st century and complements their learning styles, as was also found by Costello et al (2004). However, it was not felt that the Blackboard module should replace face-to-face teaching.…”

Section: Discussionmentioning

confidence: 96%

“…It was felt that the use of Blackboard would give the opportunity to get students more involved, moving away from the "chalk and talk" approach. The literature suggests that course management software such as Blackboard is more suited to the learning style of students in the 21st century, and capitalizes on their enthusiasm for technology (Costello et al, 2004), providing:…”

Section: Why Change?mentioning

confidence: 99%

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Developing Students' Information and Research Skills via Blackboard

DaCosta¹,

Jones²

2007

Comminfolit

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This paper summarizes work undertaken at De Montfort University (Leicester, UK) to develop students' information and research skills using the Blackboard Virtual Learning Environment. It outlines how a traditionally delivered and assessed program was reviewed and revised in order to produce a blended learning experience for students.The librarians involved undertook this project with students from the Faculty of Health and Life Sciences during March/April 2005, teaching two groups in parallel-one group using Blackboard and another using the traditional teaching method. Both groups were given a diagnostic evaluation to gauge their confidence levels with both information skills and using Blackboard, and to obtain their perceptions of their experiences. Both groups underwent a formal summative assessment with one group using Blackboard and the control group having a paperbased assignment.The Blackboard sessions were very popular with students and this method of teaching has subsequently been extended to other modules within the university. Students appeared to be more motivated and appreciated the constant availability of the learning materials. This project was the first example within the university of students undertaking a formal online assessment using Blackboard, and the librarians received a Curriculum Development and Innovation Award. The work was subsequently disseminated within the university, where it was well received.

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Section: Discussionmentioning

confidence: 96%

Section: Why Change?mentioning

confidence: 99%

Developing Students' Information and Research Skills via Blackboard

DaCosta¹,

Jones²

2007

Comminfolit

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“…19 It has been suggested that this strategic, contextualized placement of library resources into a LMS better meets the needs of 21st-century learners by providing on-demand, pointof-need information embedded in the online environment, while also helping guide them away from instinctive reliance on Google searching and sources from the open web and toward the scholarly resources available through the library. 20 Despite the literature promoting embedded librarians, there is a lack of well-defined functionality for library resources within most LMSs. 21 The literature that documents librarian usage of LMS tools is often in the form of case studies that describe individual solutions that librarians have created at their institutions, often customized to individual courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty Usage of Library Tools in a Learning Management System

Leeder¹,

Lonn²

2014

CRL

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To better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and nonusers within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.igher education institutions have rapidly and widely adopted the e-learning technologies variously called courseware, course management systems, virtual learning environments, or learning management systems (LMSs) in recent years.1 These online systems allow coordination, distribution, and retrieval of online course materials and facilitate online communication between instructors and students and among students themselves.2 Effective use of a LMS has been shown to improve the quality of teaching and learning and enrich the educational experience of students.3 The communication tools in LMSs can encourage active engagement in classes by students and promote constructivist rather than instructivist styles of learning. 4 For academic libraries, incorporating library resources and services into a LMS offers the opportunity to improve library visibility, increase relevance with students, and strengthen relationships with faculty.5 Embedding library resources in LMSs can also help to increase the availability of those resources to students, encourage their use, and encourage interaction with librarians. 6 In particular, a LMS can be used to scaffold Information Literacy (IL) instruction in course websites and incorporate information literacy activities throughout subject-specific courses.7 Integrating information literacy into LMS courses can be an effective way to improve library instruction and student learning. Despite the affordances of incorporating their services and resources, university libraries are rarely integrated into their institution's LMS due to a number of institutional factors. Librarians are infrequently involved in the administration and management

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“…In their article about Blackboard and the learning styles of Generations X and Y, Barbara Costello, Robert Lenholt, and Judson Stryker assert that Generations X and Y want customized library instruction, expect to find information quickly, and "have no interest in learning how information is structured or organized."' 14 In 2003, this same trio of authors personalized library instruction by uploading hyperlinked Word documents into courses on Blackboard. They conclude that it is preferable for students to "spend less time struggling to locate Web sites and databases and more time doing actual research, utilizing critical thinking skills, and assessing the information and data they discover.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating Information Literacy into Blackboard: Building Campus Partnerships for Successful Student Learning

Jackson

2007

The Journal of Academic Librarianship

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Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y

Cited by 51 publications

References 5 publications

Developing Students' Information and Research Skills via Blackboard

Developing Students' Information and Research Skills via Blackboard

Faculty Usage of Library Tools in a Learning Management System

Integrating Information Literacy into Blackboard: Building Campus Partnerships for Successful Student Learning

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