Net Generation Students and Libraries

网络世代学生与图书馆

Joan K. Lippincott

琼·李平科特

Coalition for Networked Information

网络信息联盟

Introduction

前言

The University of Southern California's Leavey Library logged 1.4 million visits last year.¹ That remarkable statistic illustrates how much a library can become part of campus life if it is designed with genuine understanding of the needs of Net Generation (Net Gen) students. This understanding relates not just to the physical facility of the library but to all of the things that a library encompasses: content, access, enduring collections, and services. Libraries have been adjusting their collections, services, and environments to the digital world for at least 20 years. Even prior to ubiquitous use of the Internet, libraries were using technology for access to scholarly databases, for circulation systems, and for online catalogs. With the explosion of Internet technology, libraries incorporated a wide array of digital content resources into their offerings; updated the network, wiring, and wireless infrastructures of their buildings; and designed new virtual and in-person services. However, technology has resulted in more modernization than transformation. There is an apparent disconnect between the culture of library organizations and that of Net Gen students. This chapter will explore how libraries might better adapt to the needs of Net Gen students in a number of specific areas.

南加州大学的利维图书馆去年记录了一百四十万次访问。这份惊人的数据表明，只要图书馆的设计真正理解了网络世代学生的需求，它可以在校园生活中达到什么程度。这种理解不仅涉及图书馆的硬件设施，也包括图书馆所能包括的所有东西：内容，访问，持久的馆藏，以及服务。过去二十年来，图书馆一直在调整自己的馆藏、服务和环境，以适应数码世界。甚至在互联网普及之前，图书馆就开始使用技术访问学术数据库，处理流通系统、处理在线目录。随着互联网技术的爆炸，图书馆将大量各式各样数码内容资源收入馆藏，更新了图书馆建筑的网络、布线以及无线基础设施，设计了新的虚拟服务和现场服务。然而，他们的转变远跟不上技术的现代化步伐。在图书馆机构文化与网络世代学生文化之间有着显而易见的脱节。本章将探讨图书馆如何在一系列具体方面更好地适应网络世代学生的需求。

Libraries and digital information resources can play a critical role in the education of today's students. Libraries license access to electronic journals, which provide key readings in many courses, and set up electronic reserve systems to facilitate easy use of materials. Libraries are an important resource for assignments that encourage students to go beyond the course syllabus. They provide access to the marketplace of ideas that is a hallmark of American higher education. Since much of the learning in higher education institutions takes place outside the classroom, libraries can be one important venue for such learning. The library can play a critical role in learning directly related to courses, such as writing a paper, and processes related to lifelong learning, such as gathering information on political candidates in order to make informed choices in an upcoming election. Libraries provide collections, organized information, systems that promote access, and in-person and virtual assistance to encourage students to pursue their education beyond the classroom.

图书馆和数码信息资源可以在今天学生的教育方面发挥关键作用。图书馆允许获取电子期刊，这些期刊为许多课程提供了关键阅读材料，并设立了电子储备系统，以方便使用这些资源。对于鼓励学生超越课程大纲的功课，图书馆是重要资源。图书馆为进入具有美国高等教育特征的观点市场，提供途径。由于高等教育机构中很多学习发生在课堂之外，图书馆成为这些学习的一个重要场所。图书馆在于课程直接相关的学习中可以扮演重要角色，比如写论文。在与终生学习有关的活动中也可以扮演重要角色，比如收集政治候选人信息，以便在即将到来的大选中做出明智选择。图书馆提供馆藏、经过整理的信息、促进使用的系统、以及鼓励学生在课堂之外继续他们的教育的现场援助和虚拟援助。

It is difficult to generalize, but this chapter will use some characteristics of the Net Gen student that have been described by a number of researchers.^2a,b,c,d Given that this generation of college students has grown up with computers and video games, the students have become accustomed to multimedia environments: figuring things out for themselves without consulting manuals; working in groups; and multitasking. These qualities differ from those found in traditional library environments, which, by and large, are text-based, require learning the system from experts (librarians), were constructed for individual use, and assume that work progresses in a logical, linear fashion.

虽然网络世代学生的特征很难定论，但是本章将要使用许多研究者描述过的一些网络世代学生特征。鉴于这一代大学生与电脑和视频游戏一起成长，这些学生已经习惯于多媒体环境：不用参考手册就能解决问题，与团队一起工作，多任务能力。这些品质不同于传统图书馆环境，总的来说，传统图书馆环境是基于文本的，需要向专家（图书管员）学习如何使用这套系统，是为个人独立使用而建造的，并假设工作流程是逻辑的、线性的方式。

What are some of the major disconnects between many of today's academic libraries and Net Gen students? The most common one is students' dependence on Google or similar search engines for discovery of information resources rather than consultation of library Web pages, catalogs, and databases as the main source of access. Since students often find library-sponsored resources difficult to figure out on their own, and they are seldom exposed to or interested in formal instruction in information literacy, they prefer to use the simplistic but responsive Google. Another disconnect is that digital library resources often reside outside the environment that is frequently the digital home of students' coursework, namely, the course management system, or CMS. Library services are often presented in the library organization context rather than in a user-centered mode. Libraries emphasize access to information but generally do not have facilities, software, or support for student creation of new information products. All of these disconnects can be remedied if appropriate attention is paid to the style of Net Gen students.

在今天的学术图书馆和网络世代学生之间有哪些主要差距？最常见的原因之一是学生依赖于用谷歌和其他搜索引擎寻找信息资源，而不把参考图书馆网页、目录和数据库作为主要获取来源。由于学生经常发现图书馆准备的资源难以解决他们自身的问题，同时他们很少在信息素养中得到正规教育，也没有兴趣，他们更喜欢简单而有效的谷歌。另一项差距是，图书馆数码资源常常存在于学生作业的数码家庭——换句话说，课程管理系统，CMS——环境之外。图书馆服务多在图书馆机构范围内提出，而不是以用户为中心的。图书馆强调获取信息，但一般没有设施、软件，也没有为学生创造新的信息产品提供支持。只要适当关注网络世代学生的学习风格方面的资金投入，所有这些差距都可以补救。

Access to and Use of Information Resources

获取并使用信息资源

When students use a wide array of information resources that they seek out on their own, they can enrich their learning through exploration of topics of interest. However, with the vast resources of the Web available, students must first make choices about how to access information and then which information resources to use in their explorations and assignments. Increasingly, students use Web search engines such as Google to locate information resources rather than seek out library online catalogs or databases of scholarly journal articles. Many faculty express concern that students do not know how to adequately evaluate the quality of information resources found on the Web, and librarians share this concern. Libraries need to find ways to make their information access systems more approachable by students, integrate guides to quality resources into course pages, and find ways to increase their presence in general Web search engines. Newly emerging services such as Google Scholar are providing access to more library resources in the general Internet environment. Libraries also need to be more cognizant of Net Gen students' reliance on visual cues in using the Internet and build Web pages that are more visually oriented.

当学生广泛使用自己找到的各种信息资源，他们就能通过探究兴趣主题来丰富自己的学习。然而，正因为网络提供海量资源，学生首先需要选择获取信息的方式，以及选择哪条信息资源用于他们的探究和功课。越来越多的学生使用谷歌等网络搜索引擎寻找信息资源，而不是在图书馆在线目录或在线学术期刊文章数据库中寻找。许多教师表示担心，学生不知道如何充分评估网上找到的信息资源的质量，图书管员也表达了同样的担忧。图书馆需要找出办法让学生使用它们的信息获取系统更容易，将优质资源向导整合进课程网页，设法增加他们出现在普通网页搜索引擎中的机会。谷歌学术搜索等新兴服务为普通互联网环境提供了访问更多图书库资源的机会。图书馆还需要加深认识，在使用互联网的过程中，网络世代学生对视觉化信息的依赖，建设网页的时候更注重视觉效果。

The Library Versus the Web

图书馆对比网络

Net Gen students clearly perceive the open space of the World Wide Web as their information universe. This is in opposition to the worldview of librarians and many faculty, who perceive the library as the locus of information relevant to academic work. Students usually approach their research without regard to the library's structure or the way that the library segments different resources into different areas of its Web site. Library Web sites often reflect an organizational view of the library (for example, how to access the reference department or online catalog); they do not do a particularly good job of aggregating content on a particular subject area. Students usually prefer the global searching of Google to more sophisticated but more time-consuming searching provided by the library, where students must make separate searches of the online catalog and every database of potential interest, after first identifying which databases might be relevant. In addition, not all searches of library catalogs or databases yield full-text materials, and Net Gen students want not just speedy answers, but full gratification of their information requests on the spot, if possible.

网络世代学生很明白地把万维网开放空间当作他们的信息宇宙。这遭到了图书管员和许多教师的反对，他们认为学术工作相关信息存在于图书馆。学生通常在着手研究的时候并没有考虑图书馆的结构，以及图书馆分割不同资源到其网站不同区域的存放方式。图书馆网站常常反映了图书馆的组织视图（比如，如何访问参考部门或在线分类），对于收集具体课题领域的内容这并不是项好工作。学生通常喜欢在谷歌全球搜索，而不是图书馆提供的更复杂更耗时的搜索。在图书馆网站上，学生必须分开搜索在线目录和数据库，先确定哪些数据库可能有关，然后逐个搜索。另外，不是每一次图书馆目录和数据库搜索都会产生全文本素材，而网络世代学生想要的不仅仅是快速答复，还要能当场充分满足他们的信息需求，如果可能的话。

Recent surveys exploring college student use of the Web versus the library confirm the commonly held perception of faculty and librarians that students' primary sources of information for coursework are resources found on the Web and that most students use a search engine such as Google as their first point of entry to information rather than searching the library Web site or catalog.^3a,b Several campus studies also examined where students gather information for a paper or an assignment. One study at Colorado State University yielded information that 58 percent of freshmen used Google or a comparable search engine first, while only 23 percent started with a database or index.⁴

最近对大学生使用网络和图书馆的研究调查，确认了教师和图书管员的普遍观点，即学生功课的主要信息来源是从网络上找到的资源，大多数学生把谷歌一类搜索引擎当作进入信息的第一站，而不是搜索图书馆网站或目录。几项校园研究也证实了，学生为论文和功课通过收缩引擎收集信息。科罗拉多州立大学一项研究得出结论，百分之五十八的新生优先使用谷歌或者类似搜索引擎，而只有百分之二十三的新生上手就用数据库或索引。

The world of information is large and complex. There are no easy answers to providing simplified searching to the wealth of electronic information resources produced by a wide range of publishers using different structures and vocabularies. Students may perceive that librarians have developed systems that are complex and make sense to information professionals but are too difficult to use without being an expert.⁵ However, as new generations of information products are developed, producers and system developers should try to address the information-seeking habits of Net Gen students. Libraries and the global service provider OCLC are working with Google so that information from peer-reviewed journals, books, theses, and other academic resources can be accessed through the Google Scholar search service. This is a step in the right direction, taking library resources to where students want to find them.^6a,b Libraries also need to integrate more multimedia resources into their searchable content; this type of digital content is becoming increasingly important to Net Gen students, who may wish to study an audio recording of political speeches and incorporate segments into a term project as well as access books and journals on the topic. However, libraries typically incorporate information objects into their catalogs only when those resources are owned or licensed by the library. Is this still a relevant strategy in a world of global access to information via the Internet?

信息世界庞大复杂。为出版商使用不同结构和语言出版的各种电子信息资源提供简单搜索，并不容易。学生可能会认为，图书管员开发的系统太过复杂，对于信息专业人士是有意义的，但是对于专家以外的人太难使用。然而，由于已经开发了的新一代信息产品，生产商和系统开发商应该尝试应对网络世代学生的信息寻求习惯。图书馆和全球服务提供商OCLC 与谷歌合作，可以通过谷歌学术搜索服务访问到，来自同伴审查的期刊、书籍、各种学术资源的信息。这是朝着正确方向迈出的一步，把图书馆资源放到学生们希望找到资源的地方。图书馆也需要整合更多多媒体资源到他们的可搜索内容，这类数码内容对于网络世代学生变得越来越重要，网络世代学生可能会希望研究某次政治演讲的录音，将片段插入小组项目，还要访问同主题书籍杂志。然而，图书馆一般只有在资源属于图书馆或者获得授权的情况下，才会把信息目标编入目录。这仍然是全球通过互联网获取信息的通行策略？

Locating Quality Digital Information

定位高质量的数码信息

Providing mechanisms for information seekers from academe to locate quality information resources in a particular subject area is also a challenge for libraries—a very important one. Many academic libraries provide "library guides" or pathfinders to quality information resources, available through the library Web site, but typically they are not heavily used. A limited number of subject disciplines have developed coordinated Web guides to information resources; a notable example is AgNIC (http://www.agnic.org), serving the field of agriculture. Some libraries are developing mechanisms to link subject pathfinders into course management systems for every course at the institution. This useful strategy brings the information to the place where students will be actively engaged in academic work. Librarians at the University of Rochester looked for new ways to bring quality subject resources to the attention of students. They recognized that "undergraduate students' mental model is one focused on courses and coursework, rather than disciplines." Therefore, they developed a mechanism to incorporate pathfinders into every course at the institution using the course management system.⁷

为高校信息搜寻者提供途径，在特定课题领域找到高质量信息资源，对于图书馆也是一项挑战——非常大的挑战。许多高校图书馆通过图书馆网站，为寻找高质量信息资源提供“图书馆指南”和导航指示器，但是通常并没有多少人使用它们。数量有限的学科为信息资源开发了同样的网络指南，一个值得注意的例子就是AgNIC，服务于农业领域。一些图书馆为本机构内每一门课程开发了将课题导航指示器和课程管理系统链接起来的方法。这一有用的策略把信息带到学生将要积极参与学术活动的场所。罗切斯特大学图书馆员寻找新的途径，让学生注意到高质量课题资源。他们认识到，“本科生的心智模型之一，集中于课程和作业，而不是学科。”因此他们开发出一种机制，将导航指示器融入教育机构使用课程管理系统的每一门课。

Both students and faculty believe that the library is doing a poor job with helping them discern which Web resources are suitable for academic work.⁸ Libraries are addressing this concern by developing portals to catalogs, licensed databases, and Web sites that would meet the kinds of criteria used in building academic library collections and by working with such projects as Google Scholar.

师生均相信，图书馆帮助他们识别哪些网络资源适合他们的学术工作，这事做得吃力不讨好。图书馆通过为目录、授权数据库、网站开发门户，来实现这种关心，从而达到建立学术图书馆馆藏的标准，而他们使用的是谷歌学术搜索这类项目。

Incorporating Visual Cues

加入视觉线索

Designing Web pages that are responsive to Net Gen students' style would also help guide students to appropriate content or help them when they have problems with searches. A study of high school students' Web searching revealed that students relied heavily on information displayed in graphic form on Web pages and often relied on graphics and visual cues to interpret the relevance of such pages.⁹ Libraries and information service providers generally do not design their resources with such criteria in mind. Incorporating students on design teams and giving them the go-ahead to reenvision the way the library displays its resources would be a useful method of developing information that resonates better with Net Gen students.

设计迎合网络世代学生风格的网页，也是帮助指导学生获得恰当内容，在他们遇到搜索问题时帮助他们。一项高中学生网页搜索研究显示，学生严重依赖显示在网页上图像形式的信息，常常依赖于图像和视觉线索来解释网页的关系。图书馆和信息服务提供商通常在设计资源时并不考虑这些标准。在设计团队中增加学生，并鼓励他们重新审视图书馆呈现其资源的方式，将会是开发更能引起网络世代学生共鸣的信息的好办法。

To summarize, Net Gen access services will:

总之，网络世代访问服务将

Continue to integrate library information into Google or other popular access mechanisms

继续把图书馆信息整合进谷歌或其他流行访问机制。

Offer simplified and graphic ways for students to approach subject searches

为学生提供简化的图形化的方式，进行课题搜索。

Integrate subject guides or pathfinders into CMS or other locations conducive to use

把课题指南或导航指示器整合进课程管理系统和其他便于使用的地方。

Integrate searching of "open" Web resources and materials owned or licensed by the library

将开放式网络资源搜索与图书馆自由地或授权的素材进行整合。

Library and Information Services

图书馆与信息服务

Librarians often take great pride in the personalized information services they offer to their constituencies and the classes they teach to incorporate information literacy into the academic curriculum. While many of today's Net Gen students have grown up with technology, they do not necessarily have the requisite knowledge or skills to use technology and digital information in ways appropriate to the academy. Librarians should persist in their efforts to find ways to help students learn about digital information, including important policy issues in this arena, such as privacy and intellectual property. They should consider updating some of their methods for teaching students, incorporating gaming technology, or developing more visually oriented instruction aids, for example. One-on-one services offered electronically should be tailored to students' characteristics, such as their propensity to work late hours and use a variety of technologies, including laptops and cell phones.

图书馆员通常感到自豪，因为他们为其读者提供的个性化信息服务，以及他们教的班级把信息素养整合进了学术课程。尽管如今很多网络世代学生与技术一同成长，但是他们并不一定具有在大学正常使用技术和数码信息，所必要的知识和技能。图书馆员应当坚持努力找到办法帮助学生学习数码信息，包括数码世界这个舞台上的重要政策问题，比如隐私与知识产权。他们应该考虑更新自己某些教育学生的方法，引入游戏技术，开发更加重视视觉的教学辅助软件，比如，提供电子方式的一对一服务，可以针对学生的个人特征——晚上加班的倾向，使用各种技术，包括笔电和移动电话。

Fluency with Technology and Information Literacy

技术流畅与信息素养

Are Net Gen students already so technology literate and information savvy that they have no need for instruction or personal assistance in using technology and library and information resources? We know that Net Gen students come to campus having played hours of video games, having spent much of their spare time surfing the Net and instant messaging their friends, and having used multiple electronic devices simultaneously. On the other hand, we hear complaints from faculty that students use inappropriate sources from the Web to support their ideas in term papers instead of peer-reviewed academic resources; that they submit multimedia projects that are superficial and full of glitz, not substance¹⁰—and that they no longer read, period.

网络世代学生是否已经具备足够的技术素养和信息领悟能力，以至于他们不需要教导和帮助如何使用技术、图书馆以及信息资源？我们知道，网络世代学生上大学之前，就已经玩了很多电子游戏，把大量空闲时间用在网上冲浪、与朋友实时聊天，同时用过很多种电子设备。另一方面，我们听到教师抱怨，学生在期末论文中使用来自网络的不当资源支持他们的思路，而不用经过同行审查过的学术资源。他们提交的多媒体项目充满了肤浅与浮华，一点也不实在。他们也不再进行较长的阅读。

When students graduate, their faculty in graduate degree programs and their employers expect that they will have a facility with technology and with digital information that the older generations do not have. New office recruits are often hired because of their Internet skill and are given projects that exploit their technology and information skills, developed during their college years.

学生毕业的时候，授予学位的教师和雇主期望他们具有老一辈不具备的技术能力和数码信息能力。办公室雇用新人往往是因为他们的互联网技能，交给他们的项目能够利用他们的技术和信息技能，这些技能都是他们在大学期间发展的。

In addition, today's college graduates live in a world where it is important to understand key information policy issues. Intellectual property, privacy, and First Amendment issues are fundamental to operating as an informed citizen in today's information society and directly affect the work of individuals who create, as well as use, networked information.

此外，今天的大学毕业生生活的世界，重要的是要理解关键信息政策问题。作为圣湖造当今信息社会里的信息化公民，知识产权、隐私、第一修正案的问题很重要，直接影响着个人在工作中创造、使用网络化信息。

While Net Gen students generally can multitask, learn systems without consulting manuals, and surf the Web, they lack technology and information skills appropriate for academic work. Higher education institutions do not integrate or package technology and digital information skills instruction into the mainstream curriculum.

虽然网络世代是通常能够多任务，学习系统不需要帮助手册，网上冲浪，但是他们缺乏适合学术工作的技术和信息技能。高等教育机构并没有在活动课程中整合或打包技术和数码信息技能教学。

A National Academies report described a model set of skills for "fluency in information technology," which incorporates both information technology and literacy skills. The report's authors divided skills into three categories: foundational concepts, contemporary skills, and intellectual capabilities. They recommended that each university's subject area curriculum develop ways to incorporate instruction in these topics; however, they lamented that this is not currently the case.¹¹ The Association of College and Research Libraries (ACRL), a division of the American Library Association, has also developed guidelines for information literacy, but they have not been widely implemented by universities.¹² Technology and information literacy are generally perceived to be "library" or "IT" problems, not overall curricular issues.

国家科学院一份报告描述了一组技能模型，称之为“流畅使用信息技术”，同时包含了信息技术和文明技能。该报告作者将技能分成三类：基本概念、当代技能、智慧能力。他们建议，各大学学科领域在开发课程的时候，在教授当中使用这些主题。然而，他们感到遗憾，当前的情况不是这样。高校与研究图书馆协会（ACRL），是全美图书馆协会的分会，还制定了信息素养准则，但是没有得到高校的广泛应用。技术与信息素养一般都被认为是“图书馆”或者“信息技术”问题，而不是整体的课程问题。

At Southwestern University, a team of IT professionals, librarians, and faculty developed a student survey based on both the National Academies' fluency with information technology principles and the ACRL Information Literacy Competency Standards. Their findings revealed that while students rated themselves highly in their ability to find information on the Internet, they recognized that they floundered when they attempted to find materials appropriate for their research and wasted much time in the process. The students also expressed a desire for more technology applications to be integrated into their courses.¹³ This model is being explored through a Mellon Foundation–sponsored project at the University of California, Berkeley, where selected faculty and librarians are working in partnership to incorporate information literacy skills and undergraduate research into large-enrollment courses with the goal of assisting students in developing skills that will serve them throughout their coursework at the institution.¹⁴

在西南大学，由信息技术专家、图书馆员、教师组成的团队，根据国家科学院的“流畅使用信息技术”原则和ACRL信息素养能力标准，针对学生展开了一次调查。他们的研究结果显示，虽然学生认为自己在互联网上寻找信息的能力很强，但是他们承认，在他们为研究寻找恰当信息的时候，他们会焦躁不安，浪费大量时间。学生也表示，希望课程整合进更多技术应用。该模型正通过梅隆基金会赞助的加州大学伯克利分校的项目进行验证，这里，所选教师和图书馆员都在共同致力于将信息素养技能和本科研究整合进公共课，以期达到辅助学生培养可用于各种功课的技能这一目标。

Delivering Service with Style

根据风格提供服务

Information and technology literacy represents a content area in Net Gen students' education that has not been fully addressed. Separate but related is the "style" issue of how best to deliver this educational content and provide information and technology services to Net Gen students. Net Gen students work in information environments, and a very important one in college is the course management system. Libraries should develop tutorials, exercises, and guides that can readily be embedded in course materials within course management systems, and some are already doing this.^15a,b They can develop games to teach these skills; TILT, the Texas Information Literacy Tutorial (http://tilt.lib.utsystem.edu/), developed by The University of Texas at Austin libraries, is an early example. Simulations such as Environmental Detectives (http://cms.mit.edu/games/education/Handheld/Intro.htm) can incorporate information-seeking skills into the game, reinforcing Net Gen students' interest in figuring things out and working in groups. Libraries should explore blogs as a mechanism for students to exchange information on valuable information resources they find for particular course assignments. Blogs sponsored by the library might be particularly effective for graduate students beginning their dissertations and needing advice from peers and information professionals on locating materials for their literature reviews.

信息与技术素养，代表了网络世代学生教育的内容领域，尚未完全解决。独立而相关的是，如何最佳传递教育内容，为网络世代学生提供信息与技术服务的“风格”问题。网络世代学生在信息环境下工作，在高校，很重要的一项信息环境就是课程管理系统。图书馆应该开发教程、练习、指南，可以很容易的嵌入课程管理系统里的课程素材。有些高校已经在做了。他们可以开发游戏教导这些技能。得克萨斯大学奥斯汀图书馆开发的TILT，得克萨斯州信息素养指南，是一个早期例子。情景模拟，如环境小侦探，把信息搜寻技能整合进游戏，增强网络世代学生在团队中理解事物和工作的兴趣。针对学生为具体课程作业找到的各种信息资源，图书馆应该探究把网志作为交换信息的机制。由图书馆主办的网志，对于研究生动手写论文，可能特别有效，同时需要同行和信息专家根据自己的素养观点对于定位素材给出建议。

An emerging area of literacy is the need for students to increase their fluency with representing their knowledge in the digital, multimedia world. George Lucas stated that students need to learn a "language of screens" in order to be effective communicators today.¹⁶ The Visible Knowledge Project, in which university faculty are working with multimedia content and developing assessment mechanisms to measure the effectiveness of their instruction, is also working on guidelines to assist faculty in evaluating student multimedia projects.¹⁷ While Net Gen students often prefer creating a multimedia project rather than a term paper that is entirely text, they need assistance in understanding how to represent their knowledge in a form that is appropriate for academic work, just as they need to learn to write in a way that meets the standards of the academy.

文明能力的一个新兴领域，是学生增强他们流畅表达他们的数码、多媒体世界知识的需求。乔治·卢卡斯表示，学生需要学习“屏幕语言”，以便在今天有效沟通。通过视觉化知识项目，大学教师运用多媒体内容，开发评估机制衡量他们教学的效力，同时与指导方针一同帮助教师评价学生多媒体项目。虽然网络世代学生常常喜欢创建多媒体项目胜过全文本的学期论文，但是他们需要帮助了解如何用适合学术工作的形式表达他们的知识，就像他们需要学习按照学术标准的方式写作一样。

Reference Services

参考咨询服务

Although libraries have offered e-mail reference services for a number of years, they were slow to adopt chat and sometimes developed sophisticated but complex chat software rather than the simpler systems typically used by Net Gen students. Librarians might need to change their mindset of employing the most sophisticated software that enables features they believe could provide improved service, such as permitting the librarian to demonstrate a search or review an information resource in one window while chatting with the student in another, in preference for software that students are more likely to use.

虽然图书馆都提供了电子邮件参考咨询服务很多年，但是他们一直没有积极使用聊天方式，有时候开发出尖端而复杂的聊天软件，而不用网络世代学生常用的简单系统。图书馆员可能需要改变他们部署最尖端软件的思维，他们以为那些功能可以改善服务，如允许图书馆员在一个窗口与学生聊天的同时在另一个窗口展示搜索或审查信息资源，特别是在学生更喜欢的软件当中这样。

In one study where a library did use standard AOL Instant Messenger software, other roadblocks to student adoption were put into place. The librarians noted in their report on the service that they did not staff it during late-night hours when students were most likely to use the service and that they did not market the service in information literacy class sessions for fear that the response might overwhelm their capabilities. Instead, the service was not heavily used.¹⁸ They did collect some responses as to why students took advantage of the service, and convenience was the main reason. One student reinforced why this type of service has appeal to the multitasking Net Gen students by replying that he had used the service instead of phoning the library so that he could continue working and browsing while waiting for an answer from the librarian.

在一项研究中，一图书馆使用标准的AOL实时聊天软件，对学生而言出现了其他障碍。图书馆员在其报告中指出，他们并没有在后半夜学生最需要这项服务的时候提供这项服务，他们也没有在信息素养课程上推广这项服务，因为他们担心这会导致超出他们的能力。相反，这项服务并没有得到广泛使用。他们询问学生为什么要使用这项服务，并收集了一些反应，方便是最大的理由。一个学生强调这类服务述诸多任务化的网络世代学生的理由是，他使用这项服务而不是打电话给图书馆，这样他可以在等待图书馆员的回答的时候，继续工作和浏览。

Visual, Interactive Services

可视的互动服务

Students also like self-service, interactive Web sites, and it is surprising that libraries haven't developed visual representations of their services that students could explore. A survey by OCLC found that one of students' top suggestions for libraries was to offer interactive maps, study tips, and guides.¹⁹ An example of that type of environment is a Web site developed by the British Museum as a "student's room" for an exhibit of Mughal India, which flourished in the 16th and 17th centuries.²⁰ Students see an office-style room that they can explore by clicking on components such as a globe, file cabinets, book shelves, and so forth. They are then led to museum resources including an atlas and primary resources from the museum's collections on the Mughal period. This type of model could be used for a library reference room and its resources.

学生也都喜欢自助式的互动网站，图书馆没有针对他们的服务，开发出方便学生浏览的可视化形式，学生觉得很意外。OCLC（在线计算机图书馆中心）的一项调查发现，学生对图书馆的一项主要建议就是提供交互式地图、研究提示、指导。这类环境的一个例子就是由大英博物馆开发的“学生空间”网站，展出印度莫卧尔王朝资料，此王朝在十六至十七世纪达到兴盛。学生看到的是办公室样的房间，他们可以通过点击各个部分进行探索，比如地球仪、文件柜、书架、等等。他们能够获得的博物馆资源包括，地图集和来自博物馆馆藏的有关莫卧尔王朝的原始资料。这一模式可用于图书馆资料室及其资源。

Libraries could add value to key pages of their Web sites by including interactive tutorials on how to find information or how to judge quality information resources. Libraries could use part of their home page to highlight a "resource of the week," to better publicize information content that could likely assist students in their assignments. They could use customized mouse pads to advertise URLs for selected information resources. Libraries also need to think about new services using mobile technology such as cell phones. They might allow students to reserve group study rooms and be alerted to availability via their cell phones, send simple text-message queries to library catalogs or databases, or check library hours via text messaging. Such services might be particularly valuable for students who live off campus.

图书馆可以为其网站的关键页面增加价值，包括关于如何发现信息或者如何判断高质量信息资源的互动式教程。图书馆也可以使用他们首页的一部分来凸显“本周资源”，更好的宣传可能有助于学生功课的信息内容。他们还使用定制鼠标垫来推广特定信息资源的网络地址。图书馆也需要考虑使用手机等移动技术的新服务。他们会让学生预约小组学习室，并通过他们的手机给出提醒，发送短信查询给图书馆目录和数据库，通过短信检查图书馆时间。这些服务对于生活在校外的学生特别有价值。

How will we conceive and design these new services? Librarians should consult with students in the design phase of services and incorporate students on teams that make decisions about the implementation of those services. Making use of the imagination, creativity, technical skills, and perspectives of Net Gen students is the best way to ensure that new services will be responsive to both their needs and their style. To summarize, Net Gen information services will:

我们该入场构思设计新服务？图书馆员应该在服务的设计阶段咨询学生，在决定实施这些服务的团队中接纳学生。利用网络世代学生的想象力、创造力、技术技能和看法，是确保新服务既能满足其需求又能配合其风格的最好办法。总之，网络世代信息服务应该：

Use students on teams that design new services and environments

在设计新服务和环境的团队中使用学生

Integrate services into course management systems

将服务集成进课程管理系统

Explore services for mobile devices

尝试用于移动设备的服务

Represent services and instruction visually and in multimedia modes

采用视觉化和多媒体形式呈现服务和教学

Focus on partnership models

关注合作模式

Emphasize how to evaluate information resources

强调如何评估信息资源

Emphasize information policy issues

强调信息的政策问题

Environments

环境

Although technology has transformed many campuses, physical spaces remain important in most higher education institutions. The library offers a venue where academic work can be carried out in a social context. As libraries renovate facilities to incorporate technology, they are also making them more suitable for student group work, informal socializing, and ubiquitous computing. Information Commons often provide space, workstations, and software that encourage both access to information and the capability to create new information products. Some Information Commons offer joint support to users from both the library and IT units. It is less common for libraries to rethink their virtual services to provide a better complement to their physically based services. Libraries have opportunities to alter their marketing strategies and their use of visual representations of information to encourage more and new creative uses of digital information resources.

虽然技术已经改变了很多校园，但是现实空间仍然是大多数高等教育机构最重要的场所。图书馆为在社交场合下进行学术工作提供了场所。正如图书馆更新设施接纳技术一样，他们也让自己更适合学生团队工作、非正式社交、无处不在的计算技术。信息共享空间常常提供场所、工作站、软件，鼓励访问信息、创造新的信息产品的能力。某些信息共享空间还为用户提供来自图书馆和信息技术部门的联合支持。很少看到图书馆反思他们的虚拟服务，从而为其现实服务提供更好的补充。图书馆有机会改变其营销策略，以及他们对信息的视觉化形式的运用，来鼓励对数字信息资源更多新的创造性使用。

Library Physical Spaces

图书馆现实空间

As the Leavey Library at USC mentioned above demonstrates, students will flock to library facilities that offer environments conducive to Net Gen learners. What Leavey offers are hundreds of workstations in configurations that support both individuals and small groups, group study rooms where students can work together on projects, workstations equipped with a wide array of software that can be used for creation of new information products, and staff with both library and information technology expertise who can address subject-information requests and technology hardware or software issues.

正如上面提到的南加州利维图书馆，学生会聚集到图书馆，因为图书馆会提供有利于网络世代学生的环境。利维图书馆提供的上百台工作站，配置用来支持单人和小组，小组学习室的学生可以一起工作，研究项目，工作站里安装有大量软件，可以用来创建新的信息产品，图书馆工作人员和信息技术专家可以解决与课题有关的信息需求和技术硬软件问题。

Many academic libraries are following the Leavey Library model and are transforming part of their physical space into information commons, multimedia production areas, classrooms, or all three. For example, the University of Arizona's Learning Center has components that include a library information commons where students can work on workstations configured for individual or group work, develop multimedia projects, and get advice from reference librarians. Adjacent to the information commons are multimedia classrooms and a computer lab with support by Information Technology staff. The Indiana University information commons, developed jointly by the library and IT and situated on the first floor of the library, incorporates single and multiuser workstation areas, group study rooms, and classrooms and offers a wide range of services supported from a circular central desk staffed by library and IT staff.

许多学术图书馆采用利维图书馆模式，将其部分现实场所改造成信息共享空间、多媒体产品区、教室，甚至三样都有。比如，亚利桑那州大学学习中心，的组成部分包括图书信息共享空间，在这里学生可以在为个人或小组配置好了的工作站上工作，开发多媒体产品，并得到参考馆员的建议。比邻信息共享空间的是多媒体教室和有信息技术员工支持的计算机实验室。印第安纳州大学信息共享空间，由图书馆和信息技术部门共同开发，位于图书馆一楼，包括单人和多人工作站区域、小组学习室、教室，提供广泛的服务，在中央环形桌子上，图书馆员和信息技术员工提供支持。

While there is no one widely accepted definition of an information commons, generally it is a physical space, not always in the library, that incorporates many workstations equipped with software supporting a variety of uses, offers workspace for individuals and groups, provides comfortable furniture, and has staff that can support activities related to access to information and use of technology to develop new products. While information commons are usually developed for student use, some incorporate centers for teaching excellence or instructional technology support services for faculty.

信息共享空间虽然没有被广泛接受的定义，但一般来说，这是一处现实场所，不总是在图书馆里，部署有很多装有软件的工作站，以支持各种用途，为个人和小组提供工作场所，提供舒适的桌椅，有工作人员支持与获取信息、使用技术开发新产品相关的活动。虽然信息共享空间通常开发来给学生使用，但有些服务中心为教师提供教学示范或教学技术支持服务。

These new types of library spaces communicate a welcoming attitude to Net Gen students. They are the opposite of old-style formal reference rooms where students were expected to sit on straight wooden chairs and work individually and silently, without access to technology. Instead, these spaces project a comfortable, relaxed environment, a celebration of technology, and an invitation to communicate. One editor wrote, after interviewing an architect who had designed a vibrant new library at the University of Nevada Las Vegas, "...try to think of your library as an environment rather than a facility—a place of interaction, learning, and experiencing rather than a place for storage and equipment."²¹

这些新类型的图书馆场所，表达出欢迎网络世代学生的姿态。他们不喜欢老式的正式资料室，那里要求学生端坐在硬木板凳上，独自一人安静工作，接触不到技术。相反，这些场所安排有舒适轻松的环境，欢迎使用技术，邀请他们交流。一位编辑写到，在于一位在内华达州拉斯维加斯大学设计了充满活力的新图书馆的建筑师交谈之后，“……试着把你的图书馆看作环境而不是设施，互动、学习和体验的场所，而不是储存和装备的场所。”

Library physical spaces continue to be valued places for building community in colleges and universities. Importantly, they also provide an atmosphere in which social and academic interests can easily intersect. When students were asked what they desired in an upcoming renovation of Teachers College at Columbia University Library, they replied that they wanted "a social academic experience."²² Libraries can promote community by providing comfortable spaces for informal gatherings of students. Many libraries are adding coffee bars to their lobby areas or a building adjacent to the library; such spaces encourage students to continue conversations on topics of academic interest. Libraries might develop new ways of promoting community among students, related to course activity. For example, they may develop a message board or online mechanism for students to identify who else in the library building might be working on an assignment for a particular course if they need help from a peer or wish to study as a group.²³

图书馆现实场所依然是高等院校构建社区的重要场所。重要的是，他们还提供一种氛围，让社交和学术兴趣很容易交叉。当问及学生，他们对于哥伦比亚大学图书馆教师社团即将推出的革新有什么期望时，他们回答，他们想要“社会学术体验”。图书馆可以通过为学生的非正式聚会提供舒适的场所，从而促进社区的形成。许多图书馆在其休息室增加咖啡间，或者建在比邻图书馆的地方。这些场所鼓励学生就感兴趣的学术话题深入交谈。图书馆可能会开发新的方法来促进学生之间的交流，只要和课程活动有关。比如，他们可能会开发留言板或者在线机制，让学生在需要同伴的帮助，或者希望在小组中学习的时候，确认谁还在图书馆完成相同的课程功课。

Integrating Physical and Virtual Environments

集成现实和虚拟环境

Most libraries have not yet learned how to effectively integrate physical spaces with virtual spaces and services. For example, the introductory screen on workstations in an information commons may have no description of the services or digital information products offered there. Vassar College has remedied this in their Media Cloisters (http://mediacloisters.vassar.edu/), where entering visitors are confronted with a brightly colored set of screens introducing student members of the multimedia team and advertising their areas of expertise.

大多数图书馆还没有学会如何有效的整合现实场所和虚拟空间以及服务。比如，信息共享空间的工作站的介绍屏幕可能没有介绍这里提供的各种服务和数码信息产品。瓦萨学院已经在他们的媒体回廊中做了改正，在这里，进来的访客，会迎面看到一组明亮艳丽的屏幕，其上介绍着多媒体团队的学生成员，并宣传他们的专长领域。

How might libraries market services to Net Gen students, who are often visual learners? One possibility is to literally project information onto the walls of the information commons. In a changing display, libraries could develop programs to project pages of electronic journals, guides to subject fields or topics that many students are working on during a specific week, quality Web sites with good visual displays (for example, museum Web sites), and student or faculty multimedia information products. Such displays would alert students to the broad array of electronic information resources accessible through the library and could prompt student interaction with a reference librarian to pursue similar sources for their projects.

图书馆会如何向网络世代学生推广他们的服务？他们常常是视觉化学习者？一种可能性是逐字将信息投影到信息共享空间的墙面上。图书馆可以开发程序，在一个不断变化的显示器上，投影电子期刊的页面、许多学生这几周正在处理的项目领域或课题的指南、有着良好视觉显示的高质量网站（比如博物馆网站）、以及学生和教师制作的多媒体信息产品。这些显示器可以提醒学生，他们可以通过图书馆获得的电子信息资源丰富广泛，还可以提醒学生与参考馆员互动，为他们的项目寻找类似的资源。

To summarize, Net Gen information environments will:

总而言之，网络世代学生学习环境应当：

Provide individual and group learning spaces

提供个人和小在学习空间

Support access to and creation of information resources

支持获取及创建信息资源

Offer staff and faculty development and training

通过员工和教师提供开发和训练

Provide staff with a range of technology and information skills

通过员工提供广泛的技术和信息技能

Effectively market services to all groups of potential users

向所有潜在用户群体有效推广服务向所有潜在用户群体有效推广服务

Integrate physical spaces and services with virtual spaces and services

整合现实场所和服务与虚拟空间与服务整合现实场所和服务与虚拟空间与服务

Build community

构建社区构建社区

Conclusion

结论

Developing library content, services, and environments that are responsive to Net Gen students can be achieved by examining the characteristics of those students and making a conscious effort to address deficiencies and transform the current situation in libraries. Why should libraries and librarians adapt their well-structured organizations and systems to the needs of students rather than insist that students learn about and adapt to existing library systems? The answer is that students have grown up in and will live in a society rich in technology and digital information. By blending the technology skills and mindset that students have developed all their lives with the fruits of the academy, libraries can offer environments that resonate with Net Gen students while enriching their college education and lifelong learning capabilities.

开发图书馆内容、服务和环境，通过检查网络世代学生的特征，得以顺应网络世代学生，并有意识的努力解决不足，扭转图书馆当前状况。为什么图书馆和图书馆员需要让其结构良好的组织和系统满足学生的需求，而不是迫使学生学习如何适应已有的图书馆体制？答案是，学生成长于并将继续生活在一个充满技术和数码信息的社会。通过将学生生活中发展出来的技术技能和心态，与其学术成果相融合，图书馆可以提供令网络世代学生共鸣的环境，同时丰富他们的大学教育和终生学习能力。

Endnotes

尾注

Darren Schenck, "Super_Model," Bibliotech USC: Annual Report Edition 2003 (Los Angeles: USC Information Services), p. 21, http://www.usc.edu/isd/giving/private/documents/pubs/bibliotech_04.pdf.

See a variety of resources including (a) Diana G. Oblinger, "The Next Generation of Educational Engagement," Journal of Interactive Media in Education, vol. 8 (May 2004), http://www-jime.open.ac.uk/2004/8;

(b) Marc Prensky, "Digital Natives, Digital Immigrants: Part I," On the Horizon, vol. 9, no. 5 (October 2001); Marc Prensky, "Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?" On the Horizon, vol. 9, no. 6 (December 2001); Marc Prensky, "Overcoming Educators' Digital Immigrant Accents: A Rebuttal," The Technology Source (May/June 2003) (access Prensky's writings at http://www.marcprensky.com/writing/);

(c) Ian Jukes and Anita Dosaj, "Understanding Digital Kids (DKs): Teaching and Learning in the New Digital Landscape," the InfoSavvy Group, June 2004, http://www.thecommittedsardine.net/infosavvy/education/handouts/it.pdf; and

(d) "The Next-Generation Student: Report of the Microsoft Higher Education Leaders Symposium," Redmond, Washington, June 17–18, 2003.

(a) Online Computer Library Center (OCLC), "How Academic Librarians Can Influence Students' Web-Based Information Choices," white paper on the information habits of college students, June, 2002, http://www5.oclc.org/downloads/community/informationhabits.pdf; and

(b) Sarah Lippincott and Martha Kyrillidou, "How ARL University Communities Access Information: Highlights from LIBQUAL+," ARL: A Bimonthly Report, no. 236 (October 2004), pp. 7–8, http://www.arl.org/newsltr/236/lqaccess.html.

Karen Kaminski, Pete Seel, and Kevin Cullen, "Technology Literate Students? Results from a Survey," EDUCAUSE Quarterly, vol. 26, no. 3 (2003), pp. 34–40, http://www.educause.edu/ir/library/pdf/eqm0336.pdf.

OCLC, op. cit.

See (a) the OCLC Open WorldCat program, http://www.oclc.org/worldcat/pilot/default.htm, and

(b) About Google Scholar, http://scholar.google.com/scholar/about.html#about.

Brenda Reeb and Susan Gibbons, "Students, Librarians, and Subject Guides: Improving a Poor Rate of Return," Portal: Libraries and the Academy, vol. 4, no. 1 (January 2004), pp. 123–130, http://muse.jhu.edu/journals/portal_libraries_and_the_academy/toc/pla4.1.html.

Lippincott and Kyrillidou, op. cit.

Raya Fidel et al., "A Visit to the Information Mall: Web Searching Behavior of High School Students," Journal of the American Society of Information Science, vol. 50, no. 1 (January 1999), pp. 24–37.

Robert Zemsky and William F. Massy, Thwarted Innovation: What Happened to E-Learning and Why (West Chester, Penn.: The Learning Alliance at the University of Pennsylvania, 2004), http://www.thelearningalliance.info/Docs/Jun2004/ThwartedInnovation.pdf.

National Research Council, Being Fluent with Information Technology (Washington, D.C.: National Academies Press, 1999), http://www.nap.edu/catalog/6482.html.

Association of College and Research Libraries (ACRL), Information Literacy Competency Standards for Higher Education (Chicago: ACRL, 2000), http://www.ala.org/acrl/ilcomstan.html.

Sharon Fass McEuen, "How Fluent with Information Technology Are Our Students?" EDUCAUSE Quarterly, vol. 24, no. 4 (2001), pp. 8–17, http://www.educause.edu/apps/eq/eqm01/eqm014.asp.

Mellon Library/Faculty Fellowship for Undergraduate Research, UC Berkeley, http://library.berkeley.edu/MellonInstitute.

(a) Elizabeth Pyatt and Loanne Snavely, "No Longer Missing: Tools for Connecting the Library with the Course Management System," eLearning Dialogue (March 17, 2004), http://www.syllabus.com/print.asp?ID=9094; and

(b) Brenda Reeb and Susan Gibbons, "Students, Librarians, and Subject Guides: Improving a Poor Rate of Return," Portal: Libraries and the Academy, vol. 4, no. 1 (January 2004), pp. 123–130.

James Daly, "George Lucas: Life on the Screen," EDUTOPIA, issue 1 (September/October 2004), pp. 34–40, http://www.glef.org/magazine/ed1article.php?id=art_1160&issue=sept_04.

Visible Knowledge Project, http://crossroads.georgetown.edu/vkp/index.htm.

Marianne Foley, "Instant Messaging Reference in an Academic Library: A Case Study," College and Research Libraries, vol. 63, no. 1 (January 2002), pp. 36–45.

OCLC, op. cit.

Mughal India interactive room and similar resources available from the British Museum, http://www.thebritishmuseum.ac.uk/education/onlinelearning/home.html.

Morrell D. Boone, "Library Design—The Architect's View. A Discussion with Tom Findley," Library Hi Tech, vol. 20, no. 3 (2002), pp. 392.

Patricia Cohen, "Spaces for Social Study," New York Times, August 1, 2004.

This idea was proposed by a participant in a University of Massachusetts planning workshop for their proposed Learning Commons on April 6, 2004. For more information on the Learning Commons, see http://www.umass.edu/provost/initiatives/learningcommons/.

About the Author

关于作者

Joan K. Lippincott is the associate executive director of the Coalition for Networked Information (CNI), a joint project of the Association of Research Libraries (ARL) and EDUCAUSE. Lippincott previously held positions at Cornell, Georgetown, George Washington, and SUNY at Brockport. She also worked in the Research and Policy Analysis Division of the American Council on Education and at the National Center for Postsecondary Governance and Finance. She has written articles and given presentations on such topics as networked information, collaboration among professional groups, assessment, and teaching and learning in the networked environment. Joan received her PhD in higher education policy, planning, and administration from the University of Maryland, an MLS from SUNY Geneseo, and an AB from Vassar College.

琼·李平科特，是网络信息联盟（CNI）的助理常务董事，这是研究性图书馆协会（ARL）和EDUCAUSE 的一个联合项目。李平科特之前曾在康奈尔、乔治城、乔治·华盛顿以及布洛克波特的纽约州立大学任职。他还曾在国家教育委员会的研究与政策分析部门和中学后教育管理与投资国家中心工作过。他就网络化信息、专业团体合作、在网络环境中评估教育与学习等课题发表过文章和演说。琼在马里兰大学获得高等教育政策规划及管理博士学位，从纽约州立大学金内秀分校获得图书馆科学硕士，在瓦萨学院获得文学学士。

http://www.educause.edu/Resources/EducatingtheNetGeneration/NetGenerationStudentsandLibrar/6067

Orca's Blog

2009年11月4日星期三

翻译《13 网络世代学生与图书馆》