Educating the Millennial Generation for evidence based information practice

Abstract

PurposeThe purpose of this paper is to consider how library education can best incorporate the profession's emerging interest in evidence‐based practice (EBP) whilst ensuring that the educational experience is meaningful to the contemporary library student.Design/methodology/appraochA learning and teaching model developed by the Queensland University of Technology will be presented as a case study on how the library education curriculum can be developed to incorporate a focus on EBP whilst catering to the unique learning style of the millennial student.FindingsTo effectively meet the needs of the millennial student, library educators must develop their curriculum to include a real world activities and perspective, be customisable and flexible, incorporate regular feedback, use technology, provide trusted guidance, include the opportunity for social and interactive learning, be visual and kinaesthetic, and include communication that is real, raw, relevant and relational.Originality/valueThis paper contributes to the current discussion on how EBP can be integrated effectively into the contemporary library curriculum in general, and meet the learning needs of the millennial student in particular.