By Helen Conroy, Jo Webb
The position of the librarian more and more consists of offering info literacy utilizing various educating equipment, from offering induction classes to casual one-to-one help on a day by day foundation. even supposing this can be more and more well-known, many practitioners do not need educating skills and are usually left to fulfil a job for which they believe ill-equipped. even if they do have educating skills, those are frequently won from mainstream classes that don't continuously accurately deal with the supply of knowledge literacy. This e-book is a much-needed sourcebook to help library employees within the supply of data literacy instructing, via delivering functional assistance on attempted and confirmed principles and strategies for periods. choked with tricks and information grounded in studying conception, 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 versions of data literacy, with assistance on adapting principles for various degrees and contexts. suggestion is given on actions within the following components reminiscent of: designing periods; getting ready periods; supplying 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 e-book is a useful resource of idea for any librarian interested in instructing details literacy, whether or not they are new to educating or skilled yet looking for clean principles.
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Additional resources for A Guide to Teaching Information Literacy: 101 Practical Tips
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.
Lesson plans normally outline the aims and outcomes of the session, describe the learning activities to be used and provide a timetable and structure for the session. The plans are a valuable resource for you, but remember they can also be shared with colleagues who may run the same session, provide a formal record of good practice or be the basis of your teaching log. ) There are several approaches to lesson planning. At the most minimal level, a lesson plan might be just a timetable. 1 Learning outcome activity To be able to Referencing use a exercise recognized referencing format (such as Harvard) for citing books, journals, websites and other formats time 20 minutes Material Samples of material Harvard referencing guide assessment Peer assessment using model answers Student worksheet A lesson plan in this format is an essential tool for planning and structuring a learning and teaching event, often giving you a clearer picture of the shape of what you want to do.
This is harder to evaluate, as you may no longer have contact with the learner to witness a behavioural change. If you have regular teaching sessions with the same group then this is easier to assess. You could send out post-session evaluation to try to assess longer-term impact. Alternatively, you could look for evidence of impact elsewhere, for example, is there a correlation between use of library services/databases and those who have attended your sessions? Bear in mind that there may be data protection issues in accessing this type of information.
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