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6023 results in Facet Publishing

Page 226 of 302

  • S

  • 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 309-351

  • Summary

    SCIENCE

    Typical questions

  • • Where can I find an introduction to quantum mechanics?

  • • What is the boiling point of helium?

    • Points to consider

  • • Science is such a broad concept that it is worth asking the enquirer to be more specific about their area of interest. Definitions can differ! This section focuses on resources for tracing high-quality scientific literature. It has specialist sub-divisions for Physics, Biology and Chemistry. See separate sections for Mathematics, Psychology, Medicine and Nursing, Engineering and Environment.

    • Where to look

    Key organizations

    UK

    British Council

    www.britishcouncil.org/science-uk.htm

    Promotes Britain overseas. Website has a good introductory guide to the organization of British science and technology which identifies key organizations and bodies. It also maintains information on research funding and international collaboration.

    British Science Association

    www.britishscienceassociation.org

    Seeks to improve public understanding of science. Organizes regular science festivals, details of which can be found on its website, along with classroom activities for teachers and advice on how to get funding for scientific study.

    Foundation for Science and Technology

    www.foundation.org.uk

    Promotes debate between Parliament, government departments, business and academia on policy issues relating to science. Copies of many debates are published on the website.

    Higher Education Academy

    www.heacademy.ac.uk

    Supports lecturers in UK higher education. Subject coverage includes Chemistry, Physics, Astronomy and Forensic Science. Website includes information and news about teaching and learning initiatives.

    The Royal Institution of Great Britain

    www.rigb.org

    Conducts research and promotes science to the public through its lecture series. Some of its famous lectures can be viewed online.

    Science Council

    www.sciencecouncil.co.uk

    Umbrella organization which represents the views of over 30 scholarly and professional bodies from all areas of science. Website provides access to events listings, careers information and policy statements. Many of the latter cover attitudes towards government policy and funding.

    UK Research Councils

    Those relevant to science are:

    Biotechnology and Biological Sciences Research Council (BBSRC)

    www.bbsrc.ac.uk

    Engineering and Physical Sciences Research Council (EPSRC)

    www.epsrc.ac.uk

    Natural Environment Research Council (NERC)

    www.nerc.ac.uk

    Science and Technology Facilities Council (STFC)

    www.stfc.ac.uk

    They all have individual websites with training sections, news about government funding and databases of completed and on-going research projects. In many cases this also includes links to full-text articles and reports.

    Wellcome Trust

    www.wellcome.ac.uk

    Major funder of scientific research. Website can be used to locate funding opportunities, plus news and reports from on-going projects.

  • O

  • 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 275-280

  • Summary

    OPEN ACCESS PUBLISHING AND REPOSITORIES

    Typical questions

  • • Can I upload a copy of an article published last year to my personal website?

  • • Does this publisher allow draft versions of articles to be made freely available online?

    • Points to consider

  • • Open access usually refers to making material available to everyone via the internet free of charge.

  • • Increasingly, academic institutions are establishing websites called institutional repositories, where they are making available outputs from their research (papers, reports, journal articles, theses and learning materials). Where copyright allows, they are placing full-text versions online. However, in terms of commercially published materials the version they make available is subject to copyright restrictions and is often an author version (pre-proof or draft) rather than the final, published version. Therefore students should check carefully the content and how to cite it.

  • • This section offers guidance on where to find information about maintaining and populating a repository, the growth of the open access movement and examples of key directories of open access repositories. More specific subject-based examples are found in the subject sections.

    • Where to look

    Open access support

    Eprints.org

    www.eprints.org

    Site developed by the School of Electronics and Computer Science, University of Southampton to support EPrints open source software. It provides free access to a wealth of resources, including technical support documents, FAQs on self-archiving for authors and an extensive directory of useful links. Also available is the EPrints ROARMAP service, roarmap.eprints.org, a searchable register of mandates and policies on open access publishing from institutions and research funders.

    JISC Repositories and Support Programme

    www.jisc.ac.uk/programme_rep_pres.aspx

    JISC supports the innovative use of new technology in the UK higher and further education sectors using funding received from the UK government. It has been heavily involved in promoting the management and development of institutional repositories. Its website is a key starting-point for tracing both historic and current programmes. Topics covered include technical infrastructure, digital preservation and legal concerns. A major initiative is the Repositories support project (RSP), www.rsp.ac.uk (funded 2006–12). This has a separate website with sections covering starting up a repository, advocacy and technical support. There are links to many examples of open access repository projects.

    SHERPA

    www.sherpa.ac.uk

    Consortium led by the University of Nottingham that is investigating issues in the future of scholarly communication, focusing in particular on open access repositories.

  • 66 - Drawing the line

  • 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 178-179

  • Summary

    This activity is ideal for provoking discussion related to the complex ethical issues related to using information. The example in 66.1 focuses on plagiarism.

    One of the main problems of dealing with plagiarism is a lack of awareness of what it actually constitutes. This activity includes several examples of behaviour that may or may not be plagiarism, starting with an example that definitely is plagiarism and finishing with an example that definitely is not plagiarism. Your learners must draw the line between the remaining behaviours and decide where to draw the line between acceptable and unacceptable behaviour.

    Break your learners into groups of around 4–6 people. Allow 15–20 minutes for discussion and then run a feedback session. The line should be drawn between numbers 4 and 5, but you may find your learners disagree!

    In the list below, item 1 is plagiarism and item 6 is not. In your group, decide where you would draw the line in the list between what is and is not plagiarism.

    1. Copying a paragraph verbatim from a source without any acknowledgement.

    2. Copying a paragraph and making small changes, e.g. replacing a few verbs or adjectives with synonyms. Source is included in the list of references.

    3 Cutting and pasting a paragraph by using sentences of the original work but omitting one or two and putting one or two in a different order; no quotation marks used. Including an acknowledgement in the text, e.g. (Jones, 1999) plus inclusion in the reference list.

    4. Composing a paragraph by taking short phrases of 10 to 15 words from a number of sources and putting them together, adding words of your own to make a coherent whole. All sources are included in reference list.

    5. Paraphrasing a paragraph with substantial changes in language and organization; the new version also has changes in the amount of detail used and the examples cited. Acknowledgement included in the text, e.g. (Jones, 1999), and in the reference list.

    6. Quoting a paragraph by placing it in block format with the source cited in the text and in the list of references.

    ✓ BEST FOR

  • • Highlighting understanding (or lack thereof) of a specific topic. This task is especially effective for plagiarism and good academic practice.

  • • Provoking discussion.

  • 76 - Lectures

  • 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 198-199

  • Summary

    Lectures often get a bad press – they conjure up images of rows of bored faces, someone dozing in a corner of the lecture theatre, droning teachers, and poorly written presentations. But, if the topic and presentation are right, a lecture can be an inspiring and motivating event.

    You are most likely to get involved as a way of dealing with a particularly large group and although this is not a valid pedagogical reason for lecturing over any other activity, it is practical. Whatever the reason behind the lecture, you should:

  • • Plan the inputs and activities in the same way as for a workshop or practical. Do not assume that you will be speaking all the time.

  • • Check your slides or presentation and look at them as if you are a learner. Are they readable from the back, do they have too many distractions (e.g. animations), are they dull?

  • • Check that your voice projects to the back of the room or wear a microphone.

  • • Include some audience participation by asking learners to work with their neighbour on something or turn around to discuss a point (see Buzz groups). Try to break up your speaking every ten minutes or so. You could include short films, audio files, pictures – anything to maintain attentiveness.

  • • Try team teaching – a change of voice is always welcome.

    • ✓ BEST FOR

  • • large groups

  • • providing a framework.

    • + MORE

  • • Learners will probably expect a lecture to be passive so work in some hands-on activity. (See Buzz groups, demonstrations, Presentations, cephalonian method, Building blocks for other ways to improve a lecture.)

    • : WATCH OUT

  • • Lectures can cause anxiety in a teacher – try to remember that the learners are all individuals, and try to speak to one or two of them rather than the whole room. If you build in interactivity, remember that you also need to be able to assert your authority when you want that activity to stop.

  • 29 - Managing groups

  • from Delivery
  • 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 82-84

  • Summary

    Activities can succeed or fail depending on the groups you create. It is often very effective to break a larger group into smaller, more manageable groups for practical work. They can work in a more focused way, there is often plenty of opportunity for active learning and discussion and it is more efficient of the teacher's time, especially in terms of giving feedback and support. Getting the right mix of learners in each group is easy if you use some simple techniques.

    Try to create your groups sensitively: take into account gender, cultural differences, ability and even age and status. For example, if you are running a staff development session with a mixture of senior and junior staff or people with a mixture of professional backgrounds (think a mixture of health professionals or library and IT staff), consider whether mixing up the levels and occupations will help or hinder the achievement of your learning objectives. You can, of course, simply allow learners to form their own groups but this risks having groups who form their own agendas and who may just engage in social loafing.

    You should give a justification for dividing learners into groups. Participants will want to know what the benefits are of working in a group on that activity and what they will gain from group work that will be more effective than working individually. This is critical: remember that learners will only really engage if they can see some value – if they can see what will be learnt by that engagement and that they will not be disadvantaged in terms of their own achievements by working with others.

    Keep the work focused and time-bound. If you are expecting feedback then it is wise to warn the groups beforehand and ask them to nominate someone to act as rapporteur or leader.

    Always try to circulate around the learning space unobtrusively while the groups are working; you can give valuable feedback by doing this and keep groups on track with the task. It will also allow you to gauge timings – you may need to shorten the time allowed or allow more. Try not to interrupt any discussion but sit at the edge and only comment for clarification, to reinforce a useful point or to move them gently back onto the point if they have strayed away.

  • L

  • 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 203-232

  • Summary

    LANGUAGES

    Typical questions

  • • Has this book been translated into French?

  • • Which libraries in the UK hold Italian newspapers?

    • Points to consider

  • • Queries relating to languages tend to fall into a number of broad categories Students often require advice on language learning. See also the Courses and Dictionaries sections. Also relevant are the area studies sections, as most list resources in native languages.

  • • Students with existing language skills may wish to trace publications written in a foreign language. If these are not available locally, they will need help locating relevant resources.

  • • This section focuses on modern languages. Restrictions of space mean that it is not possible to list individual languages. Instead the section highlights general resources which should be explored fully to locate more specialist information.

    • Where to look

    Key organizations

    UK

    Association for Language Learning (ALL)

    www.all-languages.org.uk

    Represents foreign-language teachers at all levels. Find news and events listings.

    Association of University Language Centres

    www.aulc.org

    Covers university language departments in the UK and Ireland.

    CILT: National Centre for Languages

    www.cilt.org.uk

    Seeks to promote language learning, and professionalism in language teaching. Website has careers advice for teachers, plus comment on languages policy at all levels. It includes news, training and events listings plus updates on recent research which it has conducted on language provision, learning and skills.

    Higher Education Academy

    www.heacademy.ac.uk

    Aims to support higher education lecturers. This includes subject support for modern languages and linguistics. Website has news, events listings and online resources for teachers.

    UKCASA (United Kingdom Council for Area Studies Associations)

    www.ukcasa.ac.uk/index.html

    Represents individual area studies associations. Many of these support language specialisms.

    University Council of Modern Languages (UCML)

    www.ucml.org.uk

    Umbrella organization representing language teachers and area specialists. Website is useful for obtaining contact details of scholarly societies covering individual languages. It also discusses language teaching policy and funding at higher education level. Supports the Routes into Languages website, www.routesintolanguages.ac.uk, which seeks to increase take-up of language courses. This has details of events and promotional materials.

  • 44 - Questions

  • from Delivery
  • 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 119-123

  • Summary

    Questions can be a very powerful tool to enhance and guide learning. By asking effective questions in the right way, you can encourage your learners to think and ensure that they are achieving the learning outcomes.

    ‘Open questions’ cannot be answered with a yes or no, and require a fuller answer. They are useful for testing understanding, as they require learners to explain and give in-depth answers. These questions usually start with: Why? How? What? For example: How could you improve that search? What would you do differently?

    ‘Closed questions’ have a yes or no answer. They are useful if you want to test whether a learner knows a specific fact but will not give you any other information. They can be used to emphasize a point, for example, asking whether the learners agree with a point of view. However, this would normally need to be combined with an open question in order to explore why they agree or disagree. For example: Did you think that journal was a good source to use? Why?

    ‘Ask, pause and place questions’ can make a presentation interactive and test whether the learners have listened to what the teacher has said. If you want to ask a group of learners a question, ask the question first and then pause. Once you have paused for a few seconds, choose the person you want to answer. This means that everyone in the group will try to think of the answer as they will not know who will be asked to answer. If you choose a person first, then ask the question, only the person you have chosen is required to think of an answer. For example, try: ‘When would you use a search engine rather than a library database?’, pause, ‘Jo?’; rather than: ‘Jo, when would you use a search engine rather than a library database?’

    You need to forewarn your learners that they will be expected to answer questions as they go along. To spring questions on them may cause some participants to feel uncomfortable.

    The following example shows how effectively questioning can be used to develop critical thinking and evaluation. The ‘Blooming Blooms’ activity is aimed at young children and uses questions related to fairy tales. These questions are mapped to the levels of Bloom's taxonomy (see facilitating Learning).

  • 36 - Motivation

  • from Delivery
  • 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 98-100

  • Summary

    Individuals only learn if they want to. You may be lucky enough to teach highly motivated learners who are keen to learn no matter how you design your teaching, but more likely, you will need to get them motivated. Many learners may feel confident about their own information literacy and not see the need for any specialist input, so this can be an extra challenge when teaching.

    Fundamentally, there are two different kinds of motivation:

  • • Intrinsic motivation is when the learner finds reward by doing the task well, rather than just doing what he or she has been told to do. This is often related to the level of control over circumstances that the learner feels he or she can exercise, and the level of effort that is felt to be merited. Learners with intrinsic motivation tend to believe that they can be effective in reaching their desired goals.

  • • Extrinsic motivation is when the learner is influenced by external factors. This might be a desire to pass one test in order to do something he or she wants to do more (like a driving test), or for reward or punishment. Competition can provide extrinsic motivation.

    • Lublin (2003) summarizes the characteristics of learner motivation. Highly motivated learners may be interested in the subject matter and enjoy learning for learning's sake, taking a ‘deep’ approach to learning, so they try hard to learn thoroughly, internalizing all the information and using practical and reflective opportunities to turn it into personal knowledge. Those learners who focus simply on the requirements of a qualification, rather than the wider subject in general, will usually take a ‘surface’ or perhaps a strategic approach to learning (strategic learners do not just want to pass, they want to obtain high marks and are capable of being very organized to achieve this). In the latter cases, your learners may not engage fully with the learning process and the learning may not last. Be warned though: these distinctions can sometimes be quite glib and the effectiveness of learning is not tested until assessment or sometimes after the assessment process has been completed. Strategic learners can often pick up new content very effectively and move on quickly.

    Remember as well that many participants may not come to your session with a positive self-concept of themselves as learners.

  • 75 - Jigsaws

  • 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 196-197

  • Summary

    Jigsaw activities are where learners, individually or in groups, are given a number of tasks that together will create something. Typically, this is about finding individual pieces of information that will build up into a solution to a problem. Individuals or groups work in isolation and then try to match their piece of information with the most appropriate, and so on, until the whole is identified.

    This approach has an interesting focus on both the individual elements and the task as a whole. It can be a very effective way of enabling learners to see the different stages or components of a research task, and also how a conclusion is achieved collaboratively.

    It could be combined with gaming in a murder mystery style (solve a mystery by locating and solving clues around the library) or with a treasure map exercise as part of an induction to the library. Ask learners to put together a guide by identifying key pieces of information, or find a number of resources for a learning pack, and so on, instead of taking them on a traditional tour.

    ✓ BEST FOR

  • • all levels of learner, but especially good with younger learners.

    • + MORE

  • • With a slightly different brief, it could be divided into a ‘The Apprentice’- style research task, with the whole picture only revealed through collaboration at the end.

  • • This works best as a group exercise. Allow collaboration so a group that has found its ‘piece’ of the jigsaw can help out other groups who have yet to succeed with their task.

  • • This type of activity can work well as an ice-breaker – learners have to interact with each other to solve the puzzle.

    • : WATCH OUT

  • • This can fail if one of the groups does not engage or otherwise fails to find their piece of the jigsaw. Be prepared to step in if this is the case and provide help and encouragement.

  • 54 - Bibliographies

  • 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 148-151

  • Summary

    Ask your learners to compile a bibliography: finding, identifying, listing and organizing material relevant to a topic or theme. This is a very effective way of developing many aspects of information literacy and in testing skills and knowledge. A bibliography assignment can be set at varying levels of complexity across all levels of education and it can be set as a standalone test or as part of a larger piece of assessment, for example, as a component in a literature review or essay assessment.

    Be clear on your parameters before you start the exercise and do not assume that learners will know what a bibliography is. A sample may be useful, especially if you want more than a simple list. Be clear on the referencing scheme that you require your learners to use and provide examples. If the piece is to be assessed summatively, provide clear assessment criteria, such as how many marks for selection of material, how many for referencing, and so on.

    ✓ BEST FOR

  • • Learners who will be required to produce bibliographies as part of their core work or, better still, as an element of other marked work. This can work very well in a context when your learners need to build on their knowledge of a particular subject, so a bibliography could be the starting point for an essay, literature review or research project.

  • • Testing communication and ICT skills through the compilation of the information and the quality of the referencing skills (or use of a relevant software package).

  • • Providing a very authentic way of assessing a range of information literacy skills, ranging from finding information to critical evaluation and presentation in a holistic way.

  • • Testing referencing skills in a ‘live’ situation.

    • + MORE

    You might want to try one of the following variations:

  • • Ask the learners to create a short reading (or resource) list for those new to the selected subject.

  • • Set an annotated bibliography on a topic (one you set or one of the learner's choice).

  • • Ask for a bibliography of a particular type of material, e.g. academic journals, to familiarize learners with the information source.

  • • Develop a wiki-based bibliography that the whole class contributes to and/or amends.

  • • Base tasks around the use of a reference management software program like RefWorks, EndNote or Zotero (www.refworks.com; www.endnote.com; www.zotero.org).

  • • Create collaborative bibliographies using CiteULike or Mendeley (www.citeulike.org; www.mendeley.com).

  • 86 - Questionnaires

  • 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 222-223

  • Summary

    Questionnaires can be used in several different ways in your planning and evaluation. One way is as part of the audit process. You might wish to distribute a questionnaire to learners before you meet them to audit what they already know, gauge their interest and check their skill levels. They are also used to obtain feedback on programmes or sessions.

    When designing a questionnaire:

  • • Think about whether you want qualitative (descriptive) or quantitative (measurable) data – or indeed both. If quantitative, remember that there are dangers in a five-point scale. Learners might tend to neutrality – saying that it was OK – not great and not bad. Denying them the middle point in the scale seems mean, but at least you get a more decisive result.

  • • When using a quantitative scale for questions, ensure there is a balance of options – for example a scale of ‘Outstanding, Excellent, Very Good, Poor’ doesn't provide an option between Very Good and Poor.

  • • Qualitative data requires a box to complete. Online this can be expandable but on paper you are forced to have a finite space. Think carefully about whether you are asking too many questions or leaving too much blank space: both can intimidate!

  • • Only ask questions to which you want an answer. Few people enjoy filling questionnaires in and it is even more tedious analysing them (unless you have an optical mark reader or it can be done online). A few well targeted questions are better than a number of vaguely relevant ones.

  • • Ask learners to comment on the score they have given if you do use a quantitative scale. Receiving a poor score is useless – you will want to know what was wrong so that you can rectify it.

  • • Make the text attractive to read – ensure you use a good clear font and provide instructions on how to complete the form.

  • • If you have asked for self-assessment, e.g. ‘on a scale how experienced are you in —’ then try to find a way to check the score through subsidiary questions. Learners will often inflate or underestimate their experience and knowledge based on a perception of what the teacher wants or on what it might mean for the subsequent session if they answer in a particular way.

  • 74 - Interviewing

  • 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 194-195

  • Summary

    Interviewing can be used as an activity to involve learners in researching a particular subject matter, as well as giving the opportunity to practice questioning and listening skills. The interviewing technique can be used as a method of simply sharing information or as a basis for discussion within a larger group.

    Interviewing can work well in a variety of contexts. It can be a very helpful approach in a simulation – where you are asking participants to weigh up evidence for a research task, such as a fictional trial of King Richard III. It can also work effectively with other groups of learners in quite different situations. For example, interviewing can work very well as a way of eliciting personal experiences of information literacy behaviours from a member of your group, or perhaps exploring an issue with an invited speaker.

    Interviewing activities could be elaborated to involve an element of role play, where learners are asked to research a part and then play a journalist or television interviewer. It can be fun to put historical characters into a modernday context, such as Henry VIII and his wives on a Jerry Springer-style show.

    ✓ BEST FOR

  • • developing listening and questioning skills

  • • social learning.

    • + MORE

  • • Interviewing could easily be altered to a courtroom setting, where learners play witnesses, defendants and prosecutors. This activity could potentially get complicated if played out as a ‘real’ trial, so asking the ‘witnesses’ and ‘defendants’ to give statements, and allowing the opportunity for questions, could simplify it. The whole group can act as a judge at the end, with an ensuing discussion. The trial could be used as a vehicle for testing accuracy of information and bias, and asking learners to make a decision on the information provided. You could even put information sources on trial, with learners defending and prosecuting, for example, Google or Wikipedia.

  • • When using interviewing as a method of practicing questioning and listening skills, learners can work in groups of three. One person interviews, one is the interviewee and the third person observes and provides feedback on techniques used.

  • 6 - Learning styles

  • 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 19-21

  • Summary

    Learning styles relate to the idea that individuals prefer to learn in different ways. The value, or even the existence, of learning styles is a deeply controversial subject. Many psychologists challenge the validity of much learning styles theory, arguing that an understanding of individual learning differences does not in fact lead to any significantly beneficial impact on learning. Equally, others argue that by understanding learning styles we can enhance the effectiveness of learning.

    There are many different learning styles theories, including Kolb's experiential learning model (Kolb, 1984) and adapted by Honey and Mumford (1982), and Fleming's VARK model (2001–10; detailed below). Learning styles theories are linked to discussions of personality and individual difference, including theories of multiple intelligence (having a musical intelligence, for example). Critics of learning styles theory suggest that there is limited evidence of their actual impact – see Revell (2005), Coffield (2004) and Hargreaves et al. (2005).

    In practice we suggest a gentle, pragmatic compromise. An awareness of learning styles and their application is a good way to direct your focus to the learner, and to develop your appreciation that people learn things in different ways. It is important not to make assumptions about your learners (such as ‘all art students are visual learners’), or explicitly categorize learners based on your knowledge of them (labelling them).

    Be prepared for different learning styles by creating a variety of routes into your teaching – this can be as simple as some verbal input from you, a written handout or reading list, diagrammatic explanations of concepts and some activity-based learning. Including a variety of activities that cater to different learning styles will also reduce the potential for learners to become lost, distracted or bored.

    The two dominant expressions of learning styles are those by Kolb and VARK. It is not the purpose of this book to go into detail (see the references for a more extensive discussion) but they do share some key elements:

    • Kolb describes for four types of learner: those that prefer reflection, activity, practical outcomes or theory. You can then apply a range of learning and teaching interventions to best match this variety.

    • VARK has four (different) types of learner:

  • — Visual learners prefer graphics, mind maps, posters and pictures.

  • — Auditory learners prefer using podcasts, listening games, group work and discussion.

  • 85 - Pub 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 220-221

  • Summary

    This is based on the type of quiz commonly held in UK pubs, which uses common question formats for different rounds of the quiz. This is a useful way to inject some competition into a group session. It is particularly good at making a dry subject like referencing more interesting.

    Break a larger group into teams – let the groups self-select their teams or choose them yourself. Try and arrange each team at a separate table. Ask each team to come up with a suitable team name and explain that you will be asking them questions in a series of rounds. You could include the notion of a joker round, counting double. Provide answer sheets and ask teams to swap answer sheets for marking at the end of each round. Use sweets or similar incentives for the winners of each round and/or the overall contest.

    Run through the quiz – typical pub quiz rounds include identifying pictures or sounds, so see if you can work these in. For example, for a referencing pub quiz you could have rounds on referencing books, journals, websites, etc. The picture round could be a simple missing word on the screen or the referencing of a picture. The sound (music) round could be to fill in the missing words on a sound file – give your quiz invention free reign.

    ✓ BEST FOR

  • • large groups

  • • referencing or other dry topics.

    • + MORE

  • • Try running this within a VLE or online – teams could play against one another in real time or play the machine by using time-released answers.

    • : WATCH OUT

  • • Be sure to get your timing right with the rounds – allow discussion and marking time as well as time for deciding on the team names. This nearly always takes longer than you expect.

  • • Pub quizzes are common in the UK but might not be understood in some cultures. Call it whatever you want, as the concept is not exclusive to a pub environment!

  • F

  • 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 143-152

  • Summary

    FILMS, DOCUMENTARIES AND MOVING IMAGES

    Typical questions

  • • I want to find examples of Latin American soap operas.

  • • Can I use this YouTube clip in my course?

  • • Are any of the 1980s public information films about AIDS online?

    • Points to consider

  • • The internet has revolutionized access to film. However, many materials appear and disappear rapidly and their origins and copyright status may be uncertain.

  • • Most students have used YouTube, www.youtube.com. This section aims to offer a wider range of starting-points for academic research. It should also be used in conjunction with the Copyright section!

    • Where to look

    Key organizations

    Use these to get advice on finding and using films for educational purposes.

    BFI British Film Institute

    www.bfi.org.uk/filmtvinfo/researchers

    Promotes knowledge and appreciation of film. Its website offers an extensive annotated directory of film links. You can also search the catalogue of its library and archives. Note that in most cases access to materials will be offered on site only.

    JISC Digital Media

    www.jiscdigitalmedia.ac.uk

    Provides advice, guidance and training to the UK further and higher education community on still and moving images. Website has copyright guides and tips on tracing moving images on the internet.

    Search engines

  • • Most general internet search engines claim to find films. However, unfortunately not all materials are archived online. If an item cannot be traced, try to find out the date of transmission and the station/publisher and contact it directly. If the item is a webcast of an event try searching the website of the hosting body because it may have an institutional archive.

  • • Note that if references to items are found in other library catalogues, the items may not be available to visitors for viewing or interlibrary loan. Always check.

    • Blinkx

    www.blinkx.com

    Recommended video search engine. Find all genres of TV and film online. Covers both academic and many non-academic resources worldwide.

    Google video

    video.google.co.uk

    Use the advanced search feature to search for films by length. You can also restrict your search to a specific domain, e.g. YouTube.

    Good general websites

    These can be useful for tracing educational lectures and documentaries.

    FORA.tv

    fora.tv

    Founded by Brian Gruber. Aims to provide an online forum for free access to lectures, webcasts and video films from independent producers, nonprofit institutions and universities. Current partners include the Heritage Foundation, Chatham House, Cato Institution, the Brookings Institution.

  • 93 - Technology-enhanced learning (TEL)

  • 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 236-240

  • Summary

    Technology-enhanced learning (TEL) is the practice of using technology to extend the scope of your teaching. It should be an essential part of your teaching repertoire. TEL may be based within a VLE like Moodle or Blackboard, using the functions provided, or it may utilize a range of different technologies and platforms. TEL is a development from older terms such as online learning, e-learning or computer-assisted learning.

    TEL has evident advantages in creating interactive and engaging learning and teaching environments for distance learners. It can be used in all kinds of learning and teaching opportunities, complementing and extending face-toface delivery by providing access to more material, enabling interactivity and creating collaborative virtual spaces. Good TEL broadens the scope of your work, and can be used in classroom environments as well as the more customary remote, asynchronous learning events.

    Allow plenty of time to design and plan your learning materials. It will be just as time-consuming and labour-intensive as preparing for face-to-face teaching and should be approached with the same underlying principles in mind: auditing your learners, having flexible plans with clear aims and learning outcomes, delivering interesting and innovative teaching inputs and activities, designing appropriate assessments and gathering feedback to enhance reflection. What will be different from face-to-face teaching are the ways that you will design your teaching/information inputs and the range of opportunities available for assessment and interaction.

    Salmon (2004, 26) describes a five-stage model of teaching and learning online. This is a very helpful starting point when planning TEL as it suggests what you need to do to get it to work properly. The stages are:

    1 Access and motivation through welcoming and encouraging participants, ensuring everyone can log on, etc.

    2 Online socialization by creating a learning community, getting participants to send and receive messages.

    3 Information exchange through facilitating tasks and supporting the use of learning materials.

    4 Knowledge construction through discussion and debate and the completion of individual and group activities.

    5 Development by providing links outside the immediate learning environment and supporting independent learning.

    Try using this five-stage model to assess how effectively you have planned your TEL.

    ✓ BEST FOR

  • • distance learners

  • • learners who have easy access to technology

  • • computer labs.

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