Access the full text.
Sign up today, get DeepDyve free for 14 days.
P. Roehling, Thomas Kooi, Stephanie Dykema, Brooke Quisenberry, Chelsea Vandlen (2010)
Engaging the Millennial Generation in Class DiscussionsCollege Teaching, 59
Lynne Lancaster, David Stillman (2010)
The M-Factor: How the Millennial Generation Is Rocking the Workplace
Leigh Mutchler, J. Shim, Dustin Ormond (2011)
Exploratory Study on Users' Behavior: Smartphone Usage
G. Little (2011)
Keeping Moving: Smart Phone and Mobile Technologies in the Academic LibraryThe Journal of Academic Librarianship, 37
Jonathan Zittrain (2008)
The Future of the Internet
(2010)
Teens, cell phones and texting
A. Harris (2010)
Active Learning for the Millennial GenerationThe Georgia Library Quarterly, 47
Kevin Walker, Michael Pearce (2014)
Student Engagement in One-Shot Library InstructionThe Journal of Academic Librarianship, 40
C. Hoffman, Susie Goodwin (2006)
A clicker for your thoughts: technology for active learningNew Library World, 107
(2011)
Americans and their cell phones
(1981)
The responsive classroom discussion
(2010)
Embracing texting during class
R. Kay, Ann LeSage (2009)
Examining the benefits and challenges of using audience response systems: A review of the literatureComput. Educ., 53
(2011)
Smartphones on campus: the search for ‘killer’ apps”, The Chronicle of Higher Education: The Digital Campus, May 8, available at: http://chronicle.com/article
(2010)
The future of the internet”, available at: www.pewinternet. org/, /media//Files/ Reports/2010/Future%20of%20Internet%10%20-%20AAAS% 20paper.pdf
(2011)
Smartphone adoption and usage
M. Jacklin, H. Pfaff (2010)
Working Together: Librarian and Student Collaboration for Active Learning in a Library EclassroomPartnership: The Canadian Journal of Library and Information Practice and Research, 5
Emily Chan, Lorrie Knight (2011)
“Clicking” with your audience: Evaluating the use of personal response systems in library instructionCommunications in Information Literacy, 4
Purpose – This research was performed with the aim of determining the potential benefit(s) of including web‐based polling in the library instruction classroom. Design/methodology/approach – Over the course of a year, web‐based polling was used in library instruction sessions and the survey results were recorded. Feedback forms were also used to gauge a sense of the students' experiences with this form of active learning. Findings – This study found that web‐based polling in a library instruction classroom benefits both students and instructors. The students enjoy these sessions and are more attentive than in a typical lecture, which leads to better learning. Instructors are able to learn about the students' uses of technology, research methods, and more with the polling capability. Research limitations/implications – The research in this study was only done using the free version of Poll Everywhere in management classes. It would be interesting to see if the results would be the same in other business classes as well as non‐business classes. It could also be beneficial to test the functionality of paid accounts as well as seeing how other web sites compare. Practical implications – This article may assist those deciding between different audience response systems and provide tips to those wishing to implement web‐based polling, and more specifically Poll Everywhere, in their sessions. Originality/value – Few articles on audience response systems exist solely on web‐based polling and the benefits instructors can reap in addition to their students. This research will be of benefit to any librarian who teaches in the classroom, especially those in academic libraries.
Library Hi Tech – Emerald Publishing
Published: Jun 8, 2012
Keywords: Academic libraries; Library instruction; Librarianship; Survey methods; Teaching aids; Technology; Surveys
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.