By Helen Conroy, Jo Webb
The position of the librarian more and more consists of providing details literacy utilizing quite a number educating tools, from supplying induction periods to casual one-to-one help on a day by day foundation. even supposing this is often more and more famous, many practitioners wouldn't have educating skills and are usually left to fulfil a job for which they consider ill-equipped. even if they do have educating skills, those are frequently won from mainstream classes that don't continuously safely deal with the supply of data literacy. This ebook is a much-needed sourcebook to help library employees within the supply of data literacy educating, through delivering sensible assistance on attempted and validated principles and strategies for periods. packed with tricks and information 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 appropriate 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; offering periods; types of periods; educating through subject; developing instructing / help fabrics; assessing studying; comparing educating periods; and, e-learning. This easy-to-use booklet is a useful resource of suggestion for any librarian occupied with educating info literacy, whether or not they are new to instructing or skilled yet looking for clean principles.
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Additional info for A Guide to Teaching Information Literacy: 101 Practical Tips
The same principles apply when designing online learning activities. Think carefully about what is actually being achieved in your online activities – a polished online tutorial may actually only be providing lowlevel learning through information transmission. ) of their learners in the online environment. For example, if your learners would need close facilitation in a face-to-face session, then don’t expect them to be more independent online – they will still need your support. ✒ references Bloom, B.
This is useful for gathering evidence of the impact of your teaching, as well as providing the learner with a sense of achievement. Learning outcomes are therefore closely tied to assessment and evaluation and you should consider how you will measure outcomes right at the start. With information skills teaching, many of your outcomes may be to raise awareness of library resources rather than impart specific skills. ✓ Best for • setting a clear scope for your session • ensuring your learners know exactly what will be covered in the session.
Social learning theory has sometimes been called a bridge between behaviourist and cognitive learning theories because it encompasses attention, memory and motivation. ✓ Best for • These theories can be applied in most learning contexts. ✚ More • This is a framework, so can be applied very flexibly and as required. • The model of ‘Attention, Retention, Reproduction, Motivation’ can be used as a checklist for your learning activities. ❢ Watch out Two problems in particular: • introducing too much ‘social’ in the social learning • engineering elegant social learning strategies but letting the pedagogic design overwhelm the learning outcomes.