Download A Guide to Teaching Information Literacy: 101 Practical Tips by Helen Conroy, Jo Webb PDF

By Helen Conroy, Jo Webb

The function of the librarian more and more includes providing info literacy utilizing a number of instructing equipment, from supplying induction classes to casual one-to-one help on a daily foundation. even supposing this is often more and more well-known, many practitioners should not have educating skills and are frequently left to fulfil a task for which they believe ill-equipped. even if they do have instructing skills, those are frequently won from mainstream classes that don't continuously properly handle the supply of data literacy. This ebook is a much-needed sourcebook to aid library employees within the supply of data literacy educating, via supplying functional information on attempted and verified rules and methods for periods. packed with tricks and assistance grounded in studying thought, it's a sensible reference software designed to be dipped into as wanted whilst making plans instructing and coaching. the place acceptable the actions are mapped to versions of data literacy, with assistance on adapting rules for various degrees and contexts. recommendation is given on actions within the following parts resembling: designing classes; getting ready classes; providing periods; forms of periods; educating by way of subject; developing educating / aid fabrics; assessing studying; comparing educating periods; and, e-learning. This easy-to-use booklet is a useful resource of concept for any librarian considering instructing details literacy, whether or not they are new to educating or skilled yet looking for clean principles.

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Place cards on each person’s chair with prompts to gather feedback. ’ 40 EVALuATIoN • Use the Stop, Start, Continue technique described in stop, start, continue feedback. • A couple of days after the session, e-mail learners a link to a page where they can provide online feedback. This allows them time for reflection. • Some of the best feedback comes from observing your learners’ body language: is it closed (crossed arms and legs) or open? Are they responding to you, or are they staring out of the window or doodling?

Bear in mind that there may be data protection issues in accessing this type of information. 4 Result This level evaluates whether the change in behaviour has had any impact on results. In Kirkpatrick’s original context this would be improved business results; in an educational context, this could be exam results – for example, any correlation between use of library resources and improved exam results. ‘Results’ may be harder to define for information literacy teaching in other contexts. One issue with measuring results is that it becomes harder to prove the direct cause of a particular result as there may be many several factors involved.

1984) Experiential Learning, Prentice Hall. com for permission to reproduce her storyboard.

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