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Subjects

personal response systems; clickers; library instruction; student engagement; student participation; information literacy; assessment; Millennials

Document Type

Research Article

Abstract

University of the Pacific librarians used personal response systems (PRS) or clickers in first-year mandatory library instructional sessions to assess their effects on student engagement and retention of learning outcomes. Students who utilized clickers during their library session reported greater enjoyment and encouragement to participate (n=291). Students in the sessions not utilizing the clickers achieved better learning outcomes than their counterparts who utilized clickers (n=326). The implications of these results are discussed, specifically within the context of pedagogy and tailoring instruction to the Millennial generation.

DOI

10.15760/comminfolit.2011.4.2.96

Downloads prior to this publication

1841

Persistent Identifier

http://archives.pdx.edu/ds/psu/22468

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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