Title

Emerging Educational Technologies in Libraries: Decision-Making Strategies for Sustainability

Location

Portland State University, Portland, Oregon

Start Date

24-7-2014 3:55 PM

End Date

24-7-2014 4:15 PM

Subjects

Educational technology, Information services -- User education, Academic libraries -- Technological innovations, Evidence-based library science

Description

With the ever-expanding range of emerging educational technologies that could be introduced to library instruction, including open software outside the traditional mosaic of locally supported tools, making evidence-based decisions about whether and how to best use such tools for instructional purposes is a critical yet challenging task. As educators, how can librarians make informed decisions about using particular emerging technologies when, due to their relative newness, there is often a perceived lack of available and “up-to-the-minute” research? Engaging with the conference theme of sustainability in a changing academic environment, and discussing the balance between planning with innovation, the goal of this session is to identify and propose potential solutions to several key problems regarding evidence-based decision-making for technologies in library instruction. Based on lessons learned from practice, the authors propose strategies to mitigate a lack of up-to-date evidence when deciding whether or not to use new technologies in teaching.

Persistent Identifier

http://archives.pdx.edu/ds/psu/14545

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Jul 24th, 3:55 PM Jul 24th, 4:15 PM

Emerging Educational Technologies in Libraries: Decision-Making Strategies for Sustainability

Portland State University, Portland, Oregon

With the ever-expanding range of emerging educational technologies that could be introduced to library instruction, including open software outside the traditional mosaic of locally supported tools, making evidence-based decisions about whether and how to best use such tools for instructional purposes is a critical yet challenging task. As educators, how can librarians make informed decisions about using particular emerging technologies when, due to their relative newness, there is often a perceived lack of available and “up-to-the-minute” research? Engaging with the conference theme of sustainability in a changing academic environment, and discussing the balance between planning with innovation, the goal of this session is to identify and propose potential solutions to several key problems regarding evidence-based decision-making for technologies in library instruction. Based on lessons learned from practice, the authors propose strategies to mitigate a lack of up-to-date evidence when deciding whether or not to use new technologies in teaching.