Search results

The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms.

In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities.

It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities.

To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom.

Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

MRS. — receives neither honourable nor other mention in annual reports, yet she cannot be unknown to every librarian. The assistant at the issue desk could probably give a very interesting account of her habits and instincts, of which he must perforce make a daily study. In a temple of literature issuing 100,000 volumes annually there will probably be twenty of her class, and each morning ten at least of “the old familiar faces” may be seen, apparently worshipping mystic, symbolic figures for awhile, and then offering and receiving gifts from the messenger of their goddess. From remarks passed by these devotees, we gather that they worship not Truth, but Fiction. Their saints are Miss Braddon, Mrs. Wood, Marie Corelli, and others. Many of their saints' good works are “not in,” “read long ago,” &c. Mrs. —'s reading may produce no apparent effect upon herself, but it has such an influence upon the tabulated results of Public Library work that it is worth while giving the matter some attention. It is most unfortunate that those judging the influence of a Public Library upon a community should rely solely upon the statistics usually given in annual reports. Pro and con may take the same statistics, and by most flawless logic each will prove the arguments of the other to be absurd, and in many cases it is done quite conscientiously; the conclusion arrived at quite depending upon the point of view. In this library issuing 100,000 volumes a year the percentage of fiction is, let us say, 60. Mrs. — comes at least every other day for a novel, and, as we may safely multiply Mrs. — by 20, we find she borrows 3,000 novels a year, or 3 per cent. Then, again, we never consider the many novels taken away and brought back next day because they were “not nice.” If there are 20 daily, we would now gladden the heart of the librarian by showing the percentage of fiction borrowed from his library to be 51, instead of 60. Should the issue in the class containing magazines and reviews be counted with fiction or not, certainly a large assortment of attractive magazines falsifies the record if not placed amongst fiction. Think of a classification which places in the same column—as is very frequent—the Strand Magazine and Mathew Arnold's “Essays”! Juvenile literature is surely fiction, and yet many reports totally ignore this fact, although it often amounts to 25 per cent. of the issues. For example, I find in the thirtieth Annual Report of the Borough of Tynemouth that the issue of fiction is 53 per cent. of a total issue of 85,625; but, if we take into account the 16,121 juvenile literature and 15,531 magazines and reviews, we will find the percentage of Fiction to have jumped up to 90 !

The very large number of books at present being issued relating to, or connected with the War, conclusively shows to what a great extent the intellectual as well as the material strength of the nation is engrossed by the terrible struggle in which we are engaged. But without abating any of our own interest in the supreme events now taking place, we may well pause to remember that things will not always be thus, and consider carefully before we crowd our shelves with works that are in many cases of very ephemeral value.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.