Whole Brain, Open Mind: Co-Constructing Through Digital Reference for Today's Students

Dr. Lesley Farmer, California State University

Teens' Information-Seeking Behavior

• ask someone
• go to the net (unaware of online databases)
• build on past experiences/success
• unsophisticated use of search strategies (keywords evade them,; forget Boolean)
• look at end - not at means or context
• not deeply critical
• not persistent; easily confused
• different sense of time
  

Choosing Web Sites According to Teens

• layout makes a difference
• typeface should be readable
• minimize the number of clicks to get to the info
  content is more important than fancy looks
• pictures are good
• interactivity is valued

YA Internet Truisms

• Wikipedia is king
• Google is awesome
• Want news? Go online
• Social networking is good for homework
• IM>email / Email is so yesterday - it's for old people and teachers
• If it's not on the front page, it probably isn't worthwhile anyway
• "Good enough" is good enough
• Free is good
• Downloading is OK as long as you're not selling it
• I get scared sometimes, but I can take care of myself
  

What is Reference Service to a Teen?

• A last resort
• A safety net
• Linked to schoolwork
• Resource based
• Fact based
• Unfriendly

What Teens Want

• Friendly atmosphere, be it face-to-face or online
• Close collaboration between classroom teacher and librarian
• Guidance
• Selected web sites
• Make it easy and convenient "Just the facts..." (tips sheets, "cheat sheets")

Co-constructing with Teen Brains

• Make them aware of their brains and how they work
• Have teens research brains (http://brownbrain.wikispaces.com)
• Channel risk-taking behaviors into intellectual efforts
  Encourage thinking breaks when stressed

Using the Whole New Mind

• Check out teens’ reading, including online, for content AND FORM
• Check out online cartoons & anime/manga
• Play games, including with teens
• Translate gaming into info lit terms
• Cross the left brain/right brain lines
  

Start Where Teens Are

• Go for convenience
• Keep it simple
• Emphasize “Work better, not harder”
• Provide Internet “cheat sheets”
• BE their cheat sheet
• Incorporate interactivity into library info web sites
• Really do teach web evaluation skills
• Get teen input about good web sites
• Encourage students to revise their search strategies
  

Practice Reflective Learning: I-Search Projects

• Document all work
• Question and reflect ALL along the way
• Have benchmarks
• Be willing to backtrack/redirect efforts
• Go beyond the first resource/site
• Share good resources and processes
  

Final Thoughts

• Get to know them and their world
• Show you care – and can be trusted
• Be respectful
• Be responsive
• Be sensitive
• Avoid making assumptions
• Use language they understand, avoid jargon
• Know the curriculum and/or assignments
• Don’t do their Work
• Act as a coach or partner rather than a sage
• Take advantage of learning moments

Posted by Kathy Lowe