Jennifer Conners and Kevin Walliss English Language & Foundation Studies Centre University of Newcastle November 2009 Young Adult Learners (Androgogy with a Pike and Half Twist ?)

Generation Y = 1983 – 2000 Consider that time span and think about the changes that have happened in libraries during the same period.

A Presentation to the Enabling Educators Conference| July 7, 2016 Generation Y – Into trying, rather than planning Their learning is about process, rather than content They are visual and experiential They prefer a relaxed and unstructured venue They are about feeling and having fun Think again about modern libraries!

A Presentation to the Enabling Educators Conference| July 7, 2016 Newcastle Newstep English Course Compulsory and skill based - anti-generation Y! Course design needed careful consideration to facilitate transition process

A Presentation to the Enabling Educators Conference| July 7, 2016 Key Components Covered Today: 1.Lecture delivery and the use of Youtube clips 2.Student support 3.Assessment 4.Curriculum design

A Presentation to the Enabling Educators Conference| July 7, Lecture Delivery 1 hour lecture, 2 hour tutorial Main concern is to make the lecture format more engaging and positive Youtube clips seemed to provide an answer – they were popular with the students, yet did not dominate the lecture – students followed up and did further investigations on similar content

A Presentation to the Enabling Educators Conference| July 7, 2016 Youtube Videos used in Semester I Lectures (Appendix A)

A Presentation to the Enabling Educators Conference| July 7, 2016 Youtube Videos used in Semester II Lectures (Appendix B)

A Presentation to the Enabling Educators Conference| July 7, 2016 Converted files using

A Presentation to the Enabling Educators Conference| July 7, 2016 Converted files using

A Presentation to the Enabling Educators Conference| July 7, Student Support Provided at two levels i.Within the course structure: Semester interviews and student response sheets Semester Reflective Learning Journal and associated personal position statement (see Appendices C and D)

A Presentation to the Enabling Educators Conference| July 7, 2016 ii.External to course structure: Tutorial B - one hour extra tutorial support provided for selected students Learning support mechanisms on campus 2. Student Support

A Presentation to the Enabling Educators Conference| July 7, Assessment Initially marks awarded for relatively simple new academic tasks – e.g. correctly completed cover sheets Results: – encourages organisation and independence – provides measure of success, and increased confidence & determination to succeed in a new learning environment

A Presentation to the Enabling Educators Conference| July 7, Curriculum Design Semester I: skills-based learning with focus on: structure & logical organisation of ideas in – paragraphs – essay format note-taking paraphrasing summarising referencing

A Presentation to the Enabling Educators Conference| July 7, 2016 Semester II: further development and student implementation of the skills introduced in Semester I greater emphasis on: – content – critical thinking skills – argumentative writing

A Presentation to the Enabling Educators Conference| July 7, 2016 Encouragement of organisational and time-management skills Plans submitted and assessed prior to each major assignment Reflective Learning Journal questions directly related to major assignments

A Presentation to the Enabling Educators Conference| July 7, 2016 Library Tutorials Semester I: – introduction to library service and facilities Semester II: – in-depth tuition on computer based research and searches – Introduction to journal databases

A Presentation to the Enabling Educators Conference| July 7, 2016 Tutorials Sessions (2 hours): Reinforce and provide practice of skills taught in lectures Semester I: – more structured and teacher-focused (similar to school environment) Semester II: greater focus on – – student discussion – small group activities – student input – peer evaluation

Questions ?