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

By Helen Conroy, Jo Webb

The function of the librarian more and more contains supplying info literacy utilizing quite a number educating tools, from offering induction periods to casual one-to-one aid on a daily foundation. even if this is often more and more well-known, many practitioners wouldn't have instructing skills and are frequently left to fulfil a task for which they believe ill-equipped. even if they do have educating skills, those are frequently received from mainstream classes that don't regularly accurately handle the supply of data literacy. This ebook is a much-needed sourcebook to aid library employees within the supply of data literacy educating, through supplying sensible tips on attempted and proven principles and strategies for periods. packed with tricks and counsel grounded in studying thought, it's a sensible reference instrument designed to be dipped into as wanted while making plans instructing and coaching. the place acceptable the actions are mapped to types of knowledge literacy, with assistance on adapting rules for various degrees and contexts. suggestion is given on actions within the following parts resembling: designing classes; getting ready periods; offering periods; kinds of periods; instructing via subject; developing educating / help fabrics; assessing studying; comparing educating periods; and, e-learning. This easy-to-use ebook is a useful resource of thought for any librarian eager about educating info literacy, whether or not they are new to educating or skilled yet looking for clean rules.

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Reference Kirkpatrick, D. L. (1959) Evaluating Training Programs, 2nd edn, Berrett-Koehler. 41 13 Social learning Most learning and teaching approaches discussed in this book derive from Alfred Bandura’s principles of social learning or related theories (1977). Social learning proposes that people learn through observing the behaviour, attitudes and the related outcomes of others. It emphasizes a dialogue rather than transmission in the transfer of knowledge, and from our perspective we should recognize that the dialogue is not merely between teacher and learner, but between the individual and the environment as a whole.

In order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the teaching is interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning. • Retention. The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but remember that practical application of the learning can be especially effective.

If the learning outcomes that apply to achieving aims can be assessed then it follows that you will be able to assess whether the overall aim has been achieved. ) For example, a broad aim may be ‘to use Google effectively’, but a specific learning outcome may be ‘to carry out a phrase search’ or ‘to be able to refine a search using the minus sign’. Always communicate the aim of any session to the learners – they should know what they are there to achieve and be able to comment on it. Clearly stating the aims and learning outcomes on all publicity for your session should help ensure learners attend the appropriate course and have realistic expectations.

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