1. “Optimal learning occurs when the two hemispheres of the brain work together. Any teaching strategy such as music that integrates the function of both hemispheres uses the natural design of the brain to make learning easier, faster, and more fun” Davies, M.A.(2000). Learning...the beat goes on. Childhood Education. 7 (3), p. 149.

2. Opening Pandora’s Stream Piping Music into the Information Literacy Classroom Dianna E. Sachs Kathleen Langan Western Michigan University

3. Atmosphere Why does atmosphere matter? Why music? Why does atmosphere matter? Why music?

4. Literature Griffin, M. (2006). Background Music and the learning environment: borrowing from other disciplines. School of Education. University of Adelaide. Griffin, M. (2006). Background Music and the learning environment: borrowing from other disciplines. School of Education. University of Adelaide. Leung, M. and Fung, I. (2005). Enhancement of classroom facilities of primary schools and its impact on learning behaviors of students. Facilities 28 (13/14), p. 585-594. Leung, M. and Fung, I. (2005). Enhancement of classroom facilities of primary schools and its impact on learning behaviors of students. Facilities 28 (13/14), p. 585-594. Morgan, N. and Davies, L. “Innovative library induction – introducing the 'Cephalonian Method'”. Cardiff University. www.sconul.ac.uk/publications/newsletter/32/2.rtf Morgan, N. and Davies, L. “Innovative library induction – introducing the 'Cephalonian Method'”. Cardiff University. www.sconul.ac.uk/publications/newsletter/32/2.rtf

5. Pilot Study Library classroom Library classroom English 1050 & 1100 “One Shots” English 1050 & 1100 “One Shots” 2 librarians 2 librarians 20 classes; 257 valid respondents 20 classes; 257 valid respondents Music format Music format 11 classes – music played; 9 classes – no music 11 classes – music played; 9 classes – no music Survey at end of class Survey at end of class Quantitative and Qualitative Quantitative and Qualitative 3 Categories of Inquiry 3 Categories of Inquiry

6. Results

7. Music in Class – Good or Bad? 69% who did not have music would have liked it. 69% who did not have music would have liked it. 90% who did have music liked it 90% who did have music liked it

8. Music and Studying Habits Skewed results through unintentional suggestion? Skewed results through unintentional suggestion? With MusicNo Music Do you listen to music when studying? 70%75% Does music help you concentrate? 74%64%

9. Classroom Atmosphere Classroom atmosphere vs. rest of library: Classroom atmosphere vs. rest of library: With Music – 95% better With Music – 95% better No Music – 78% better No Music – 78% better

10. Describe Atmosphere - Classroom With MusicNo Music Positive94%86% Too Loud/Quiet 10%29%

11. Describe Atmosphere - Library With Music No Music Positive73%83% Too Loud/Quiet 52%42%

12. Learning Outcomes - Perception Perception of ability to complete assignment: Perception of ability to complete assignment: Went down slightly for classes that had music Went down slightly for classes that had music 95% vs. 92% said “would make it easier” 95% vs. 92% said “would make it easier”

13. Learning Outcomes Asked 5 specific questions to measure retention Asked 5 specific questions to measure retention With Music (% correct) No Music (% correct) What is Power Search? 99%99% E-mail Articles? 76%82% What is ILL? 80%68% Off-campus access – how? 98%93% Check out how many books? 78%66% Quiz Totals: 86%81%

14. Issues and Recommendations Sample size Sample size Different classes = different needs Different classes = different needs Music choices Music choices Pandora vs. iPod Pandora vs. iPod Librarian inconsistencies Librarian inconsistencies Future – measure retention of concepts Future – measure retention of concepts

15. Conclusions Atmosphere matters! Atmosphere matters! Students liked music, overall Students liked music, overall Choice of music matters – can’t please everyone Choice of music matters – can’t please everyone Correlation with learning outcomes – warrants further investigation Correlation with learning outcomes – warrants further investigation

16. Questions? Questions? Presentation, survey, full bibliography, and sample playlist available on conference website Presentation, survey, full bibliography, and sample playlist available on conference website