Pre-session assessment – what do they already know?
- Tell a funny story
- Show a short video clip
- Tell them that this will be “the greatest library experience of their lives!
- Start class with a Google search – similarities, differences, and how the library resources can do so much more
- Ask them what they would like to get out of the session
- Gets students involved immediately – creates a sense of ownership, that this is “their learning”
- Empowers students, answers their questions
- “What do you want your students to get out of the assignment?”
Library Instruction Analogies
- “If you were searching for ice cream in the vegetable section, you might think, this store sucks!”
- Databases as different stores like Target and Wal-Mart – they have overlap, but also offer different specialized things – if Target doesn’t have it, you don’t just go home, you go to the next store, or a specialty store
- How Facebook and iTunes are organized – advanced searching in these areas – form comparisons
- How students organize and search their music files and collections
*All of these ideas came from a number of different people - I wish I could remember their names!
2 comments:
Thanks for summarizing this, Lauren. I also have a note about building in success for students' instruction time. I took it to mean making sure they find things while there so they know it's worth their time to try library resources in the future.
Additionally, CARLI has a wiki for people to contribute their instruction materials at http://wiki.carli.illinois.edu/index.php/Main_Page
In addition to Meg's and Lauren's comments, the only one I had noted that hasn't already been mentioned is dividing the students up into groups and asking them to search for information on a topic in different ways. One group might search wikipedia, another google, another library databases, another the catalog.
Post a Comment