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 providing info literacy utilizing a number instructing equipment, from offering induction classes to casual one-to-one help on a daily foundation. even though this can be more and more well-known, many practitioners don't have instructing skills and are frequently left to fulfil a job for which they consider ill-equipped. even if they do have educating skills, those are usually received from mainstream classes that don't continuously correctly deal with the supply of knowledge literacy. This e-book is a much-needed sourcebook to aid library employees within the supply of data literacy instructing, via offering functional advice on attempted and verified principles and strategies for classes. packed with tricks and counsel grounded in studying thought, it's a sensible reference device designed to be dipped into as wanted while making plans educating and coaching. the place acceptable the actions are mapped to types of data literacy, with information on adapting principles for various degrees and contexts. recommendation is given on actions within the following components resembling: designing classes; getting ready classes; offering classes; types of periods; instructing by means of subject; growing instructing / help fabrics; assessing studying; comparing educating classes; and, e-learning. This easy-to-use booklet is a useful resource of idea for any librarian focused on educating details literacy, whether or not they are new to instructing or skilled yet looking for clean rules.

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Be careful of using culturally inappropriate examples, making the assessment too difficult or excluding learners who are disabled or who have specific learning differences. 5 Value You need to set assessments that the learners will value. This usually means setting assessments that are relevant, interesting and challenging to the learners and which match the aims and objectives that you have set. 32 ASSESSMENT ✓ Best for • all learning activities. ✚ More • See the tips on self-assessment, Peer assessment, Bibliographies and Quizzes for specific examples of assessment types.

You will usually find that in order for learners to progress, some kind of interaction (known as a ‘transaction’) needs to take place between the teacher and learner (or between the learners themselves). This may involve questions, tests or activities. In order to reach the highest levels of learning, the knowledge needs to be ‘transformed’ by each individual learner – this means that the learner must understand for themselves and make their own sense and meaning of the knowledge. As a teacher, you can guide learners to this point through questioning to encourage reflection.

1982) The Manual of Learning Styles, Peter Honey Publications. Kolb, D. (1984) Experiential Learning, Prentice Hall. Revell, P. uk3. 21 7 Facilitating learning Remember, that for learning to take place some form of catalyst is usually required. Humans do not absorb all knowledge simply by a process of osmosis. That catalyst may be an event, or a change in learner circumstance, but most often a learning and teaching event and a teacher will create that opportunity. Your role as teacher/trainer/facilitator will shape the learning experience in your session – the activities used and your own behaviour will affect the end result.

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