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6023 results in Facet Publishing

Page 223 of 302

  • 81 - Portfolios

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 211-212

  • Summary

    A portfolio is a compilation of material, sometimes an assembly of artworks or other creative material, or a collection of documents and other work products. The materials in the latter type of portfolio are usually linked together by pieces of reflective writing and will often illustrate the development of knowledge, skills and abilities over a period of time. There may be an introductory synthesis paper that pulls together all of the evidence into a coherent whole.

    Portfolios are a popular form of assessment, especially in professional, postexperience and art-based courses. The UK's Chartered Institute of Library and Information Professionals’ (CILIP) Framework of Qualifications is portfoliobased and many teaching in higher or further education courses use a portfolio as the principal means of assessment. You may therefore have had to create one yourself but not thought to use this as an approach when designing your own teaching and learning activities.

    Portfolios will only be appropriate for a long-term relationship with learners, as a portfolio cannot be created easily over only a couple of weeks. However, if you do run a longer module or course on information literacy, portfolios could be an excellent way of showing the development of learning and reflection.

    You may want to encourage evidence of searches or an understanding of information as a component in a portfolio covering wider issues – for example, the now common Personal Development Plan (PDP) in UK higher education.

    When designing assessments that use portfolios, think about:

  • • Requiring evidence that shows a progression or that allows for reflection. Something like an ongoing search for information on a subject can allow the learner to show changes in search strategy, the following of trails and the translation of a reference or abstract into the thing itself, and its subsequent use to create a new piece of work.

  • • Providing examples of evidence and reflective writing. Although this is becoming more common, it can still be difficult for those unused to reflective writing to produce a portfolio. This can be especially true when working with young adults as reflective approaches are not widely used in schools, and it can be difficult to find models of good portfolios.

  • • Making sure that evidence exists to illustrate the portfolio – handouts, diagrams, etc.

  • • Ensure that sufficient guidance is provided on how to structure the portfolio.

  • • Drawing up clear assessment criteria.

  • V

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 370-370

  • Summary

    VOLUNTEERING

    Typical questions

  • • Do volunteers working abroad have to pay tax?

  • • Can you give me a list of environmental groups that accept volunteers?

    • Points to consider

  • • Students may wish to volunteer for a variety of reasons. Those requiring unpaid work experience in specific industries should be directed to the appropriate professional organizations because these often maintain their own directories.

  • • Don't forget that most universities have careers services and/or volunteering units which maintain lists of local opportunities. The Charities section also has key contact addresses.

    • Where to look

    UK

    Voluntary Agencies Directory, NCVO

    Published annually by the National Council for Voluntary Organisations. Gives facts, figures and contact addresses for over 2000 top UK charities and voluntary organizations.

    Volunteering England

    www.volunteering.org.uk

    Charity committed to promoting volunteering. Website includes useful advice for potential volunteers.

    International

    International Association for Volunteer Effort (IAVE)

    www.iave.org

    Global network of volunteers, volunteer organizations with members in over 70 countries. Website includes links to national volunteering centres worldwide.

    Pybus, V. (2007) The International Directory of Voluntary Work, Vacation

    Work Publications

    Details over 700 organizations worldwide. Includes short- and long-term postings.

  • D

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 85-96

  • Summary

    DEVELOPMENT STUDIES

    Typical questions

  • • Does the British government still fund aid programmes in India?

  • • Where can I find recent research on ICT and development?

  • • I need statistics on trends in foreign aid to DRC Congo.

    • Points to consider

  • • Development studies students often need access to financial data on foreign aid. This section has a statistical data sub-section to guide you to key resources.

  • • Increasing numbers of development organizations (including charities) are publishing full-text reports on the web. As a result, some libraries have discontinued purchasing print copies. Students are advised to explore the internet portals sub-section to locate recent references.

  • • Researchers focusing on specific regions of the world may also benefit from consulting the appropriate area studies sections of this book. Additionally, many of the journal indexes in the Economics section cover economic development issues.

    • Where to look

    Key organizations

    Scholarly

    Use these websites to trace key publications, conference listings and information on cutting-edge research.

    Development Studies Association

    www.devstud.org.uk

    Seeks to connect academic and NGO research organizations in the UK and Ireland.

    European Association of Development Research and Training Institutes (EADI)

    www.eadi.org

    Professional network for Development Studies scholars and organizations in Europe.

    Inter-regional Coordinating Committee of Development Associations (CCDA)

    www.iccda.net

    Umbrella network for a number of regional Development Studies organizations. Established in 1976 and renowned for its efforts in encouraging co-operation between North/South researchers. The website is good for tracing links to key bodies outside Europe and North America.

    Society for International Development Forum

    www.sidint.net

    Founded in 1957, SID is a well established network of Development Studies researchers and organizations. Website is a good source of news stories plus links to organizations worldwide.

    Charities

    Many charities now possess websites where they post full-text news stories about their projects, plus comment on government development aid projects. A leading example is:

    Oxfam

    www.oxfam.org.uk

    For advice on tracing other examples see the Charities section.

    Government departments

    Useful for information on aid projects, policy and budgets. Remember that government departments often change their names/remits. Further advice on tracing official publications is given in the Government Publications section.

    Department for International Development (DFID)

    www.dfid.gov.uk

    Body of UK government with current responsibility for managing foreign aid. Its website provides free access to Research4Development (R4D), www.dfid.gov.uk/r4d/AboutR4D.asp, a database containing information about research programmes supported by DFID. It contains many in-depth case studies and evidence-based reviews.

  • 65 - Dividing the dots

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 176-177

  • Summary

    This activity is an active way of enabling a group to express opinion and show preference for a given set of options. It gets your learners on their feet and gives them the opportunity to express their opinions relatively anonymously. It can be used for any situation where you want to be able to rank a range of options. For example, you could have a range of search terms or sources of information, and ask a group to decide which would be the best options.

    The options need to be displayed on a wall with enough space next to each option for the group to stick their dots, so flip-chart paper is probably the best option. If you have a small group, sticky notes may be sufficient.

    Give each person five sticky dots. Ask them to allocate the dots to the best option or options (for example, all five dots could go to one option or three to one and two to another, and so on.). Set a time limit for the activity – no more than five or ten minutes. Once the activity is finished you can count up the dots and review the findings.

    ✓ BEST FOR

  • • enabling individual contribution from a group

  • • adding activity to a teaching session

  • • making quick group decisions.

    • + MORE

  • • One of the strengths of this approach, as opposed to using voting systems, is that it enables learners to set priorities and rank between options rather than a yes/no answer. Participants have time to choose rather than feel rushed. It also allows plenty of opportunity for personal decision-making rather than learners anxiously looking at how their peers are voting. You can use the process as well as the outcomes as a focus for discussion.

  • • Ways of changing the process include dividing up the group so that not all the participants choose – some instead lobby for particular options.

  • • If you're short of dots, ask learners to use pens to draw dots – this does mean you'll have to trust them to only add the number of dots you've allowed them!

    • : WATCH OUT

  • • Learners reluctant to participate may try to hang back or just try to divide all the dots evenly. Personal preference – over who has championed one option – may dominate the process with some groups who refuse to engage fully with the task.

  • 13 - Social learning

  • from Planning
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 42-43

  • Summary

    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. As well as being important in our own teaching, social learning reinforces the importance of modelling good learning behaviours and attitudes throughout our interactions with others. Social learning also provides effective learning design and assessment.

    There are some basic social learning concepts:

  • • People can learn through observation. This can be positive or negative – watching poor behaviour can lead to bad behaviour in others, be that violence or research skills!

  • • Mental states are important to learning.

  • • Learning does not necessarily lead to a change in behaviour; or rather people can learn new information without demonstrating new behaviours.

    • In order to make social learning effective, the following elements are required:

  • • Attention. 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.

  • • Reproduction. Once you have paid attention to the model and retained the information, it is time to actually perform the behaviour you observed. Further practice of the learned behaviour leads to improvement and skill advancement. In this book, we suggest that this is most often achieved through assessment.

  • • Motivation. Finally, in order for observational learning to be successful, you have to be motivated to imitate the behaviour you have seen. It is suggested that reinforcement and punishment play an important role in motivation – think of the latter more in the terms of ‘not rewarding bad behaviour’, so not allowing poor timekeeping, or letting people get away with not completing activities.

  • 101 - Worksheets

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 255-256

  • Summary

    Worksheets or workbooks are a popular way to assess information skills. Typically given out to complete during the hands-on section of a workshop, worksheets can be a useful framework for learners to work through a series of exercises that practice and reinforce the skills taught in the workshop. They are generally easy to put together – just create a question based on each point made during the workshop. However, worksheets can be very mechanistic and are often pitched at the lowest common denominator, which can make them very easy and unchallenging for the learner.

    When writing them:

  • • Do not write a series of questions – this is a quiz and not a worksheet.

  • • Write short pieces around each of the questions, which puts them into context.

  • • Provide answer sheets.

    • ✓ BEST FOR

  • • hands-on workshops

  • • reinforcing learning at a distance or after a session

  • • providing scaffolds for learning.

    • + MORE

  • • Instead of simple question and answer sheets, have missing words or phrases (drag and click, if online) or flow charts that lack key elements. The key is having a contextual base for the exercise and, like all forms of assessment, making it relevant and worth the time of both learner and teacher.

  • • A worksheet can also take the form of a writing frame – a handout given to learners in order to guide the creation of a required piece of work, such as an essay. A writing frame provides prompts and gives a suggested structure for the learner's work. Depending on the amount of help you wish to provide the learner, the writing frame can be detailed or simple. A writing frame is an example of scaffolded learning where you do not expect the learner to do everything for themselves – you provide a scaffold which the learner can use to build on. You may also hear writing frames referred to as ‘writing scaffolds’.

    • : WATCH OUT

  • • Worksheets are easy to produce and often easy to complete. Learners need to be challenged for real learning to take place so be careful to make sure that your worksheets are valued by the learners – do they represent a value for the time given up by the learner to complete them?

  • 87 - Quizzes

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 224-225

  • Summary

    Quizzes and tests are a very popular way of assessing learning – they are relatively quick to design, are understood by most learners and can be quickly checked. However, they are also often trite, pitched at the wrong level and pointless in the learners’ eyes. Make sure that:

  • • the questions are related to the learning that has gone on before

  • • the questions are relevant to the learners’ interests and needs – they need to see a point to the exercise

  • • they are not too hard (which will lead to frustration) or too easy (boredom)

  • • they are not impossible to complete by an average learner in the time allocated

  • • the tasks asked by the quiz are easy to understand

  • • answers are given out.

    • Most learners will be willing to take a quiz or test if they see it is related to the teaching that has taken place and they can see a return for their time (it will reinforce and consolidate their learning).

    Quizzes and tests are probably best kept short and easy to understand – hence the success of multiple-choice exercises – but, like all assessment, they should be linked directly to the learning outcomes.

    ✓ BEST FOR

  • • younger learners

  • • online assessments

  • • quick assessments.

    • + MORE

  • • Try running the quiz as a competitive exercise – break the quiz into rounds (see Pub quizzes) or give small prizes for the quickest correct answers. Matching the format of the latest popular TV quiz is often a good idea but can take some time to set up.

  • • Use images to make a test more appealing.

  • • Vary the simple question–answer format by asking learners to fill in blanks or click and drag if online.

  • • Try to keep quizzes to one side of A4 or one screen. If you need to have a longer test then either split it up across the session, or look at another way of checking whether your learning outcomes have been achieved.

  • • Online quizzes are simple to create. For example, Quia Web (www.quia.com/web) is a low-cost quiz site that will also host your quiz. You may also have access to a VLE that contains quiz tools. Bear in mind that although an online quiz is technically simple to create, it still requires the use of good, relevant questions.

  • 56 - Brainstorming

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 154-155

  • Summary

    Brainstorming is a simple and effective activity that requires little equipment and can, if executed properly, energize a group. It can also, however, fall flat if no one contributes, so always make it relevant to the group (generic brainstorms barely ever work) and have your own words ready in case it fails to spark interest.

    It can be used in a variety of contexts but one obvious use in information literacy is to generate keywords. Always use the words that you gather – enter them into a database as part of a demonstration perhaps – as this will make the exercise immediately relevant. This will be enhanced if the topic is something that your learners need to research. If the latter is the case and the group has access to a VLE or social networking site, then post the results of the brainstorm there. Some useful work can come out of these exercises but it is rarely captured other than at the time.

    Brainstorms can be used at the start of a session to find out about a group's knowledge, experience and attitude. For example, have a quick brainstorm on the sources of information learners would use for a specific project and why. This helps you gauge their knowledge and also allows you to tailor your content. Brainstorms can also be provocative. For example, ask learners what they think of libraries – this could be good or bad. You can then challenge their expectations.

    If the group is very quiet, and you suspect that they will not call out words, you might want to split them into smaller groups to work on their keywords or ideas and then pool the group efforts. Try not to pick on individuals unless they are keen to contribute. Encourage contributions by making the brainstorm relevant and interesting, but if all fails then ask for contributions from ‘all those in blue’ or ‘people on the second row’ rather than individuals.

    ✓ BEST FOR

  • • group work

  • • involving learners in a lecture theatre

  • • making search strategies relevant.

    • + MORE

    You can brainstorm using:

  • • Learners calling out with presenter noting words on a flip chart or whiteboard

  • • Groups brainstorming and then pooling

  • N

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 270-274

  • Summary

    NEWSPAPERS

    Typical questions

  • • Can I get copies of The Times newspaper from the 1950s online?

  • • I want to research contemporary news coverage of the 1930s economic crash.

    • Points to consider

  • • Newspapers are valuable both for coverage of the most recent events and for offering insight into social, political and economic history.

  • • Most libraries subscribe to large newspaper databases containing hundreds of titles. These are usually accessed via the library catalogue/e-library rather than via the newspapers’ home pages or a Google search.

  • • Note that newspaper titles are not usually indexed by journal article databases. Therefore separate searches of these resources may be necessary.

  • • This section highlights general resources. Specialist services are mentioned in the subject sections.

    • Where to look

    Libraries

    British Library Newspaper Collections

    www.bl.uk/reshelp/inrrooms/blnewspapers/newsrr.html

    World-famous collection of current and historical British and overseas newspapers. Website provides access to the catalogue and research guides. A key starting-point for researchers seeking to trace items not available locally. Also useful is the Copac union catalogue, www.copac.ac.uk, which cross-searches titles held in major UK and Irish research libraries.

    Commercial databases

  • • These are commonly available titles. Check for local access/alternatives.

  • • Note that some services have a time delay, so for the latest headlines the newspaper's home page may be more up to date.

  • • Some databases do not contain images or page layouts. If these are unavailable locally refer to the British Library, which has major microfilm collections.

  • • All these services offer the ability to set up e-mail alerts.

    • Factiva

    www.factiva.com

    Currently owned by Dow Jones. Thousands of newspapers and newswires worldwide. Renowned business coverage.

    Nexis

    www.lexisnexis.com

    Currently a division of Reed Elsevier. Access to thousands of national and regional newspapers worldwide, many from 1980 onwards.

    Newspaper websites

    Note that the Media Studies section lists trade directories, which have circulation figures.

    Alternative Press Index

    www.altpress.org/index.php

    Site provides an impressive directory of links to radical and activist newspapers worldwide.

    EU feeds: news feeds from European newspapers

    www.eufeeds.eu

    Site created by the European Journalism Centre. Get news feeds of the latest headlines from over 300 European national and local newspapers.

    Online newspapers.com

    www.onlinenewspapers.com

    Directory of thousands of online newspapers worldwide. Arranged by geographical area. Not all are free.

  • 64 - Discussions

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 174-175

  • Summary

    Teaching sessions are often restricted to ‘talk, demo, do’ and, of course, this is sometimes an appropriate plan. However, a discursive element is rarely allowed into our teaching. This may be to do with the material or it may be to do with letting go of full control but there are occasions when a discussion amongst the group could illuminate issues that you want to cover. For example, a discussion of how learners typically find material could help more than a prescriptive ‘best way to search’ talk from you. Discussions will naturally tap into the experiences and knowledge of the group and help you to form clear strategies to help them build on that base. Discussions also allow the possibility for reflection on practice, thus encouraging deeper learning.

    Have clear parameters for the discussion and always stay in control. Do not allow participants to stray too far from the topic but be flexible enough to follow interesting routes through it. Have a set of key questions and/or interventions ready and be prepared to take some notes as the discussion happens so that you can provide a summary at the end.

    ✓ BEST FOR

  • • groups

  • • mature learner

  • • staff development.

    • + MORE

  • • This will almost certainly work best with learners that are either mature enough to be comfortable discussing issues, with groups that have been together for some time and/or with groups with whom you have built up a relationship. Always prepare – this is not an activity that you can easily perform without some rescue strategies in reserve – and have a summary of the main issues ready to act as prompts or instead of the discussion if it is failing.

  • • A discussion can be structured using a handout or guidance on a slide – this can help keep the discussion on track and to time. It will also help guide your learners to reach conclusions rather than just have a rambling discussion. You might want to have a handout that has a series of key questions to guide the discussion.

  • • Remember, you might be able to elicit some of these questions from the learners before the session – especially if this is a staff development event – so you make the discussion even more explicitly structured around the learners’ needs and wants.

  • 57 - Building blocks

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 156-157

  • Summary

    This tip is an interactive method of teaching learners how to create search queries. Instead of working on paper or a computer, learners use cards as ‘building blocks’ to construct their queries. This activity would normally follow on from an explanation of different search techniques and be used to consolidate and test understanding.

    Start by preparing a sample search that demonstrates the strategies you wish to teach. Write the keywords and search operators on cards or sheets of paper – operators may include AND, OR, NOT for traditional Boolean searching, or you may wish to use search-engine syntax such as the plus and minus signs. Make duplicate cards of search operators in case they need to be used more than once. Break your search down into simple steps, for example, starting with a simple query, such as connecting two keywords using ‘AND’ and build the query step by step. Give the cards out to learners and ask them to arrange the cards into a query that matches what you have asked for. Using cards enables elements of the search to be rearranged easily.

    This is a very flexible and interactive technique, which can be used on desks/tables or in a more active way on flipcharts and walls. Getting learners on their feet and moving around energizes a session and encourages group discussion. The exercise can be adapted easily to be used with groups of varying numbers and for learners of different levels.

    ✓ BEST FOR

  • • energizing group sessions

  • • use with varying numbers and learners of different levels.

    • + MORE

  • • Use small cards or post-it notes on a table for small groups, pairs or individual activities. Give feedback to each individual/group. Alternatively, ask learners to stick their cards on flip-chart paper on the wall and ask the rest of the group to give feedback before giving your own feedback.

  • • This activity can be used to liven up presentations to large groups. Use larger sheets of paper or card and use the same technique described above, using volunteers at the front of the group. Engage the group by asking for feedback on the strategies the volunteers create.

  • • Depending on the level of your students, you can adapt this activity to use the cards to ‘fill in the blanks’ rather than construct the strategy from scratch.

  • 97 - Visiting lecturers/guest speakers

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 247-248

  • Summary

    A visiting lecturer is an external facilitator, teacher or workshop leader, usually with particular interest and experience in a specialist area. Learners can benefit from a guest speaker bringing specialist insight or knowledge to a topic. Guest speakers can also serve to vary style and/or input during a longer session. In many professional, vocational and creative subjects, experienced practitioners are used as visiting lecturers and this can apply to the teaching of information literacy.

    You may wish to bring in current practitioners to talk about how they interact with information. This would work particularly well in professional subjects, like marketing or law. A group of learners hearing from a professional can be much more powerful than a librarian lecturing about what ought to be done.

    You may also wish to use a data protection officer, or someone involved with information compliance to talk about data security or freedom of information. Alternatively, ask a successful learner on a course you have run to return and talk about how they approached a challenging task. This might be any kind of learner ranging from a senior school pupil talking to younger learners about reading for pleasure, to second year undergraduate talking to first years about essay research, a recent PhD student or someone who has completed family history work. Guest speakers or visiting lecturers can provide a role model or be the voice of experience to learners who may not see the relevance or application of information literacy within their research.

    You should also consider the role of guest speaker or visiting lecturer for yourself. Integrating information literacy into the mainstream curriculum will significantly improve learning as students appreciate its relevance and impact on their studies. Collaboration with subject teaching staff is crucial to this but acting as a visiting lecturer, perhaps as a precursor to a more active workshop, will raise your credibility and give the idea of information literacy more gravitas.

    ✓ BEST FOR

  • • including as part of a series of sessions or to break up a long lecture.

    • + MORE

  • • Instead of inviting the guest lecturer to deliver their input in person they could produce a podcast or video. If you have the relevant equipment, a live link to a remote lecturer will work well, too.

  • 92 - Storytelling

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 234-235

  • Summary

    Once upon a time…

    Storytelling can be both a metaphor for the learning and teaching event and a pedagogic practice.

    First of all, when considering the former, storytelling presupposes a beginning, middle and end, with a narrative connection between each part and some form of conclusion. This can be a helpful way of structuring a class. It suggests the importance of the introduction in setting the scene, expectations and establishing the style. You might wish to think of ways of drawing in participants. The middle needs to have a clear logical progression with each stage linked together. The conclusion draws all the different elements together, with the expectation that something has been completed. As a metaphor, a learning and teaching event can be considered as a story or a journey, with narrative explanation.

    But storytelling can also serve a more fundamental purpose in the very practice of teaching. There is some discussion of storytelling or ‘narrative pedagogy’ in the literature. Some of the key strands are:

  • • development of a narrative

  • • establishment of personal interest

  • • use of character

  • • recognition of emotions and feelings

  • • some form of change/event

  • • episodes for reflection and learning.

    • You may also use storytelling for case study accounts.

    Stories are important in setting a context for the learning. Learners will process information more easily if they can place it into a familiar context – this has been at the heart of fairy-tales and storytelling for centuries. Personal experience can provide powerful reinforcement of key concepts and also reassure that mistakes and problems are normal in the information seeking process. Think of times when you or your colleagues have experienced difficulties or successes in finding and using information. Think of contexts that fit your learners’ experiences and contexts and weave a narrative that incorporates them. This does not need to be complicated – it can simply be setting an example or case study for nurses in a hospital setting.

    The story simply provides the framework in which the learning takes place.

    ✓ BEST FOR

  • • Most groups will respond to a story if it is well told.

  • 1 - A framework for designing and delivering teaching and learning

  • from Planning
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 3-6

  • Summary

    Learning and teaching events must be based on an understanding of how to create effective learning opportunities. This does not mean that every session you plan needs to be influenced by extensive reading of the pedagogical research for each type of activity, but rather that it is vital that you establish a baseline understanding of core teaching theory and how it relates to information literacy and the library and information context.

    There are disputed philosophies of teaching, based on quite different conceptions of the world, for example:

  • • Sociological theories of teaching rest on the idea of groups, communities and societies.

  • • Psychological theories often emphasize cognitive development, involving information processing and development of thoughts and ideas

  • • Behaviourist theories focus on the idea of conditioned learned behaviour often dominated by the teacher.

  • • Constructivist theories involve the learner making connections for themselves and being encouraged to link to prior knowledge and experience.

    • Do note that when we write about a ‘teacher’, we mean the person leading or designing a learning and teaching opportunity – you. When we write about ‘sessions’, we mean a learning and teaching event in any form, including interactive learning online or self-guided learning materials. Vocabulary is difficult in this sphere.

    From a practical perspective, the most useful approach your authors have used in designing, delivering and reviewing teaching is the framework drawn up by Geoffrey Squires (1994). This can be applied very effectively to the library and information context. It has three parts:

  • • the optimal conditions of learning

  • • the functions of a teacher

  • • variables in teaching.

    • Squires (1994, 17) discusses the optimal conditions of learning, which are

    grouped under four headings – person, process, information, environment:

  • • The person who learns must have a positive self-concept, an open mind and the necessary ability and will prioritize the learning activity.

  • • The process must be active (learning by doing), reflective (so information can be internalized), with suitable tasks that enable the processing of information.

  • • The information that is learned should be patterned, meaningful, embedded (part of a curriculum or which can be integrated into work or life) and embodied (usually in the teacher, but perhaps in peers or family members).

  • • The environment in which learning takes place should offer stimulus, support, feedback and reward.

  • 4 - Learner analysis

  • from Planning
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 13-15

  • Summary

    A Training Needs Analysis (TNA) is a strategic tool usually mapped to organizational (or curriculum) needs, whereas a learner analysis is focused on the learners who will actually be attending your teaching sessions. A TNA may strongly influence the ‘what’ of your teaching, but the learner analysis will influence the ‘how’. (In some contexts your sessions can be purely learner-driven in which case the needs of the learners are paramount.)

    A common model for instructional design – the ADDIE model – begins with Analysis, thus emphasizing its importance in underpinning teaching and training:

  • • Analysis

  • • Design

  • • Development

  • • Implementation

  • • Evaluation.

    • This model is useful to remember when beginning to plan teaching, as the Analysis stage is often forgotten – this involves reflection on the ‘variables’ discussed in a framework for designing and delivering teaching and learning. The model ends with Evaluation and it is important to acknowledge that these two stages often involve the same processes, with Evaluation usually feeding into the Analysis for future teaching.

    There are many factors to consider in the Analysis and Design stages – it is a good idea to use a planning form to help remember everything (see Lesson planning for an example).

    Questions to ask about your learners:

  • • What knowledge will they already have? Match this to the prerequisites of your session. You may need to suggest pre-course reading or attendance on another session as a prerequisite. (See Mixed abilities.)

  • • What fears might they have? This enables you to plan how to address these fears – it may be that you need to provide reassurance that the session won't be too ‘techy’ or that it won't be a waste of their time.

  • • What do they want to know? What is important to them? While you may have set learning outcomes to achieve, it is helpful to try and make this as relevant as you can to your learners by linking to something they may want or need to find out about.

  • • What is their motivation? What might their approach to learning be? Deep, surface or strategic? (See Motivation.)

  • • What are their learning styles? Every learner is different and may prefer to learn in different ways. You should consider this when designing activities and materials in order to maximize the opportunities for learning. (See Learning styles.)

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