From Covered Wagon to the Railroad
Much has been written about traditional undergraduate students and their familiarity with Web 2.0 tools. But how “tech savvy” are non-traditional students? How can tools such as Google Apps be used in library instruction with these students?
Troy University Montgomery Campus serves an especially diverse student body; roughly two-thirds are adult, non-traditional students (average age of 28). Librarians on this campus surveyed students in library instruction classes to find out their knowledge and use of Web 2.0 technologies such as social networking, image and video sharing, collaborative authoring tools, communication tools, social games/spaces and blogs. Survey results show that many of the students not only had never used these tools, but they had never even heard of them. As a result of these findings, librarians now incorporate some of these Web 2.0 technologies in their library instruction sessions.
Presenters will discuss how librarians introduce students to Web 2.0 tools in library instruction and explain how online tools such as Google Apps can be used not only as a collaborative authoring tool for students, but also for librarians designing instruction sessions. For example, class assignments using documents, spreadsheets, and presentations can be created and shared, opened, and edited by multiple users at the same time. Students can be surveyed and their feedback results sent to a spreadsheet. PowerPoint slides can be created and published to the web for viewing at any time. The presenters will conclude by sharing both the benefits and drawbacks of using Google Apps in library instruction sections.
Martin, Alyssa; Slay, Jana; and Snowden, Kent, "Using Web 2.0 Tools such as Google Apps in Library Instruction Sessions with Non-Traditional Students" (2011). LOEX Conference Proceedings 2009. 27.