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6023 results in Facet Publishing

Page 227 of 302

  • 71 - Guided tours

  • 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 188-189

  • Summary

    A guided tour can be the most effective way of introducing your library or information service to a new user. It can also be mind-numbingly boring and pointless, reinforcing all the negative stereotypes of librarians. Plan it carefully!

    Good guided tours enable the learners to understand how and why to use a library and information service, and most importantly, the tour will help them to visualize how they will do this for themselves. Try to start from the standpoint of the learner, and find out a little bit about them. Have they ever used this library before? Have they been into the building on a campus tour (in the case of students)? What is their programme of study? Have they used libraries much?

    It can be helpful to see the guided tour as a story about how your learners will encounter the service. Remember that the mechanics of how to find and borrow a book, log on to computers, and print or photocopy will be important to them, especially as many of the procedures will be specific to your own library. The users will also want to get a sense of where their resources are and how the different kinds of space are used. Libraries are often overwhelming places to new users, and you need to break down your learners’ barriers and help them make the most of the services and resources available.

    If possible, find ways of making the session interactive. Take a library card so you can demonstrate how to borrow a book, get members of the group to search the library catalogue, and set someone a task to find a book on the shelf.

    Think very carefully about the tone you adopt and the language you use. Library jargon should always be explained if its use is unavoidable. Use clear and simple sentences, and try to personalize it if appropriate. Do not avoid the difficult questions – ‘Yes, you will need to buy some books’ – but focus always on the positive. Remember, libraries are focal points for learning, and they change lives and opportunities. You are an advocate for the wonder of all libraries.

  • G

  • 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 153-163

  • Summary

    GEOGRAPHY

    Typical questions

  • • Where can I find recent research on the impact of hurricane Katrina?

  • • I need to get GIS data for Sri Lanka.

  • • Where can I find out what causes a tsunami?

    • Points to consider

  • • The subject area of geography can be wide ranging. Students of physical geography may need access to Maps; or information about the Environment; while those focusing on human geography may find the coverage of human societies in the Sociology section relevant. Materials relating to Development Studies may be useful for those studying the human geography of developing nations.

  • • An increasing demand is for geospatial data. This can also be called geographical information systems or GIS, and commonly refers to software that combines features of cartography and other databases to overlay reference information (such as number of people living in a specific location, or the extent of soil erosion in an area) on computer-generated maps.

    • Where to look

    Key organizations

    Use these to find information on the main scholarly journals and conferences. They also contain careers advice for students.

    UK

    British Geological Survey

    www.bgs.ac.uk

    UK's national centre for earth science information. Coverage includes geology, climate change and natural hazards.

    Geographical Association

    www.geography.org.uk

    Specialist organization for UK teachers. Free access to hundreds of resources for primary and secondary classes. These include suggested lesson plans and links to recommended websites, many covering topical news stories.

    Royal Geographical Society (RGS)

    www.rgs.org

    Established in 1830, the main professional organization for the UK. Website has detailed information on where to study Geography, and news about research grants. Its Unlocking the Archives section, www.unlockingthearchives.rgs.org, provides free access to historic images/ documents and associated lesson plans for schools. Topics covered include the race to the South Pole. Other features of the site include a commercial picture library with access to photographs and prints of travel and exploration.

    International

    Association of American Geographers

    www.aag.org

    Main US body. Website includes information on cutting-edge projects which it has supported.

    HERODOT – Network for Geography in Higher Education

    www.herodot.net

    Seeks to improve the quality of Geography teaching and learning in higher education in Europe. Website is a good starting-point for locating training, forthcoming conferences and links to innovative teaching and learning projects.

    International Geographical Union (IGU)

    igu-online.org

    International organization of geographers. Website has a directory of links to national bodies and university departments worldwide.

  • 23 - Feedback to learners

  • 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 69-71

  • Summary

    Giving feedback on your learners’ performance or development is a fundamental part of the teaching process. All learners need to know how they are progressing, even if all you do is provide a few positive comments in a workshop or a suggestion that they try a different way of approaching a problem.

    You will need to provide formal feedback for summative assessment, but you should always make some attempt to give developmental and positive feedback on how learners are achieving the learning outcomes.

    Feedback need not be done formally (it is always associated with the comments sheet attached to the returned piece of work or the scrawled comments on the essay), but you should follow some fundamental principles:

  • • Publish the learning outcomes – this is good practice, anyway. Tell the learners what they will be able to do at the end of the learning event, and the assessment criteria (if it is a piece of formal assessment) and give feedback based on them. For example, if you say that at the end of the workshop your learners will be able to find and evaluate sources on something, then your feedback should be about how far they have achieved that.

  • • Be specific, and tell the learners exactly what they have done well (so they can replicate it) or what they need to do to improve. ‘Well done’ is nice to hear, but: ‘Well done, your keywords for that search were very good’ identifies what they were doing right.

  • • Include ways to improve. All feedback should ideally be developmental, so if something has not gone quite right then provide your comments in terms that will help the learner to improve. ‘You'll need better keywords next time’ should really be: ‘Think about ways that that concept could be expressed differently’. You should give illustrative examples.

  • • Encourage peer support. In most groups there will be different levels of ability and understanding. Some of the most effective feedback comes from friends and colleagues as they help one another, particularly during practical tasks. Encourage this by setting up pair or small group work.

  • • Encourage critical reflection. Give learners time to digest and process your comments. This can be by setting up another task to reinforce the learning encouraged by your feedback or it could be by following up immediate comments later, perhaps by e-mail or through a virtual learning environment.

  • 77 - Mind maps

  • 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 200-202

  • Summary

    A mind map is a visual, non-linear method of noting information. Mind maps usually follow a tree-like structure, with branches coming off a central topic. There is no set way to mind map – it can be as creative as the individual learner prefers, using colours, symbols and images if so desired (see examples 77.1 and 77.2). Tony Buzan, often cited as the inventor of mind maps, recommends making your mind map as colourful and visually appealing as possible, even preferring curved lines to straight, in order to stimulate the brain. Mind maps can be used to help learners visualize search problems and think through the search process, identifying concepts and keywords. Mind maps have been shown to improve students’ searching, with students making the link between the mind map and the search process (Webber, 2002).

    A concept map is similar to a mind map, but in addition contains lines that show the relationships between the concepts displayed within the map. This can be used to help plan search strategies, indicating how different concepts should be connected (AND, OR, NOT).

    There are many computer programs (e.g. MindGenius, www. mindgenius. com; iMind map, www.thinkbuzan.com) and websites (e.g. bubbl.us, http://bubbl.us; Mindomo, www.mindomo.com) that will help you create mind maps. However, pen and paper is often the most preferred method!

    Provide each learner with a large blank piece of paper and some coloured marker pens. Ask your learners to create a mind map of the topic they wish to research. The main subject should be placed in the centre of the paper. Subtopics are the ‘branches’. Ask them to note any information they like. Encourage the use of colours and images – learners should make this map their own.

    Once learners have completed their maps, explain how this can then be used to select keywords, identify search concepts and combine keywords. For example, ask learners to link which words should be combined with AND/OR and which words they might want to exclude using NOT. Ask students to mark which words they used in their searches. The mind map can then be used as a reference for learners to return to when researching the topic.

  • T

  • 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 352-366

  • Summary

    THESES AND DISSERTATIONS

    Typical questions

  • • Where can I get a list of recent theses on management theory?

  • • I want to look at a copy of this thesis. How can I get it?

  • • Are there any websites where I can download examples of PhD theses?

    • Points to consider

  • • Masters dissertations are not usually held in academic libraries. They may be available in the relevant academic department of the university, either in print or on the website.

  • • Increasing numbers of countries are now digitizing PhD theses and placing them on open access online. Examples of these are included below. However, many websites are not yet comprehensive. Check which universities and dates are covered.

  • • Individual universities may also have examples of PhD theses from their alumni. Again, check years of coverage.

  • • The sources below are recommended. Another good source of advice is your local interlibrary loans/interlending department.

    • Where to look

    UK

    EthOS

    ethos.bl.uk

    Working to build a centralized store of digitized theses from UK higher education institutions. Users can register free of charge and download increasing numbers of full-text PhD dissertations covering all subject areas. Abstracts are available for other items which can then be digitized on demand. This is a fee-based service and users should refer to their local interlibrary loans department for advice before use. Note that at the present time the site does not maintain a comprehensive historical listing of all UK PhDs. Also, some universities are not participating in the project. Further details on coverage are given on the website. Students requiring a comprehensive literature search should refer to Index to Theses.

    Index to Theses (subscription required)

    www.theses.com

    Catalogue of all theses accepted for higher degrees by higher education institutions in Great Britain and Ireland from 1715 onwards. Includes abstracts and links to items available in full text on EthOS and a number of UK university websites.

    International

    Australasian Digital Theses

    adt.caul.edu.au

    Free access to thousands of titles from Australian and New Zealand universities. Mainly 1990s onwards. Covers all subject areas.

    DART-Europe E-theses Portal (DEEP)

    www.dart-europe.eu

    This service (which is currently under development) allows you to search for the full texts of research theses from a growing number of European countries. Note that it does not include all European universities.

  • 100 - Wikis

  • 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 253-254

  • Summary

    Wikis are online collaborative tools that are relatively easy to set up (they often come as part of a VLE) and can be useful in both the preparation of your teaching and as a teaching tool.

    Wikis work by allowing you to type documents that can then be searched for and edited by others – Wikipedia is an obvious example of a dynamic and evolving wiki. The key to using them is to be accepting that your finely crafted prose may be edited in a way that you do not necessarily like – the resultant document will be an example of the ‘wisdom of crowds’. This can be liberating but it can also be distressing at first.

    Wikis can be used in teaching to aid planning or preparation. Put your plans or ideas into a wiki and ask colleagues to add comments or make changes. You may be able to use them to audit your users if they have access to a wiki before your session. Post a topic and ask for your learners to describe what they want and need to know on it – this might be different for individuals but you should see the learners come to some sort of consensus.

    ✓ BEST FOR

  • • continuing assessment

  • • instant feedback.

    • + MORE

    As a teaching tool, wikis can be used by learners – a whole group or smaller groups as you can set up distinct editing privileges for particular pages – to construct their work. Examples include:

  • • Giving learners a series of topics to research and then see their entries grow organically as they research and add to the wiki page.

  • • Set up a wiki for learners to build up a set of tips for and/or evaluation of databases or resources.

  • • Make a wiki available throughout your session for learners to add key things that they have learned as the session goes on.

    • : WATCH OUT

  • • Learners will often be reluctant to add to something if they think that it might be changed. They can also be reluctant to be the first to post something, so seeding your wiki with initial comments is often a good idea. Wikis can be disorienting as learners see their input disappear, so prepare them for this. Most will have used Wikipedia but very few will have added anything in this sort of environment so a good induction is essential.

  • 59 - Card sorting

  • 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 160-161

  • Summary

    A set of blank cards can be a simple yet effective teaching tool. Many learners struggle with how to think of appropriate keywords and construct search strategies using synonyms and related words – this technique can help.

    First, ask your learners to identify a search topic. Then, ask them to use the cards to note words that relate to that topic – use a single card per topic. Ask them to think about as many alternative words as possible. After ten minutes or so, stop and run a feedback session – you can then review the cards and reflect on the use of language and synonyms. Ask the learners for alternative words at this point.

    Once the group has amassed a collection of words, ask them to start grouping the words into related concepts. The search terms can then be reviewed to discuss which would be the more effective words, and which would work best in a search engine or structured bibliographic database. Explain how to combine the different concepts.

    ✓ BEST FOR

  • • developing an understanding of how to break down a search

  • • choosing appropriate keywords.

    • + MORE

  • • Extend the activity by including how words from the different groups or concepts can be combined, using, for example, Boolean operators. Consider using the Building blocks technique.

    • : WATCH OUT

  • • Keep this activity simple. It could become complicated and end up discouraging your learners from a more structured approach to searching (‘What's the point of this? I can just put a couple of words into Google and it works!’). Be prepared with a few examples of how appropriate word choice makes for a more effective search. You may need to think quite carefully about the subjects/topic areas with which you are working, and make sure that this approach will guarantee better research outcomes.

  • 7 - Facilitating 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 22-26

  • Summary

    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.

    The nature of learning is still the focus for much academic discussion, but rather than summarize huge amounts of current debate, we will focus here on some key issues and themes.

    Fundamentally, you must always remember that learning takes place at different levels and in different ways. In order to maximize the impact of your learning and teaching work, you need to have a clear idea of what you are trying to achieve in your session and design your learning activities to reach these aims.

    Bloom's taxonomy of learning (1956) is a framework that can be used to help guide your thinking about how you want your learners to progress and develop. Bloom's taxonomy has three domains: the cognitive (relating to knowledge), the affective (values and beliefs) and the psychomotor (physical skills). These relate to ‘knowledge, attitude and skills’ structures which you may see underpinning many approaches to learning and evaluation.

    Each domain has a series of levels that act as ‘building blocks’ for learning. Information literacy sessions are likely to involve all three domains, but will normally focus on the cognitive domain – the acquisition and use of knowledge. The psychomotor domain involves things like use of a keyboard and mouse and ability to navigate websites. The affective domain is often a key part of introductory sessions where the librarian may be trying to change the learners’ views of the library – seeing it as a more valuable resource, or changing the learners’ perceptions of the value of information skills (how many learners are often overly confident in their information skills, feeling they have little to learn?) or even in helping to overcome the learners’ own negative perceptions of whether it is right and appropriate for them to be in a library.

  • 55 - Blogs

  • 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 152-153

  • Summary

    A blog is a web log or online diary that has a very simple structure: the owner of the blog writes ‘posts’ that are dated and displayed with the most recent first, and archived by month. Blogs can be multimedia by incorporating images, audio or video. They can also be interactive through the use of a ‘comments’ facility whereby other people can post a reaction to a blog post. Most blogs can also be made private, making them visible only to the blog owner and invited guests. A blog will normally have a web feed available, which means other people can ‘subscribe’ to your blog using an RSS reader – new blog posts will be delivered to the learner without them having to check the blog every day. The simplicity of a blog means that it can be used in many ways, either by the teacher or learner.

    There are many websites where you can create a blog, some of which are free and offer good functionality, including Blogger (owned by Google, www.blogger.com) and WordPress (www.wordpress.com). Blog sites vary in the features that they offer and some sites require payment.

    Ask learners to use a blog to record their research strategies for a particular project. Encourage reflection on why particular sources were used and ask for links to any online sources to be embedded into the blog. For example, ask what information was found at those sources. What strategies did learners use to find the information? Is the source considered to be a reliable source with good-quality information?

    ✓ BEST FOR

  • • encouraging self-reflection

  • • engaging learners through the use of technology

  • • encouraging interaction and peer review.

    • + MORE

  • • Set a task where learners write the diary of a historic or fictional figure. In order to write the diary the learners must research the history of that person.

  • • Set up a blog yourself to use in teaching sessions. Add resources and encourage exploration and discussion of the resources.

  • • Use a blog for current awareness, informing learners of new sources or issues relating to information literacy – learners can subscribe to your blog using the RSS feed.

  • H

  • 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 164-185

  • Summary

    HEADS OF STATE/HEADS OF GOVERNMENT

    Typical questions

  • • Who is the Russian president?

  • • Where can I find the name of the British prime minister in 1974?

    • Points to consider

  • • Many governments now have websites with current and historic information on presidents and prime ministers. Some even have photographs, biographies, messages and speeches online. The University of Michigan Government Documents Center has a good collection of links to foreign government websites, which are a useful starting-point, www.lib.umich.edu/government-documents-center.

  • • Another starting-point for historic information is dictionaries of national biography. See the Biographical Information section for details.

  • • Always check when the information was last updated.

    • Where to look

    Chiefs of State and Cabinet Members of Foreign Governments

    www.cia.gov/library/publications/world-leaders-1/rss-updates/index.html

    Free listing, regularly updated, by the CIA.

    Statesman's Yearbook (subscription required)

    www.statesmansyearbook.com

    Online or in print, the annual publication lists current monarchs, presidents and heads of government. Online version covers 1860 onwards.

    HIGHER EDUCATION

    Typical questions

  • • I need to find statistics on student retention rates in English universities.

  • • Where can I search for recent articles on HE management?

    • Points to consider

  • • This section focuses specifically on Higher Education resources. General educational theory resources may also be found in the broader Education section.

  • • Increasing numbers of documents produced by government departments/educational think-tanks are being published on the web rather than in print. Therefore they may not be indexed on academic library catalogues. Remember to search the internet!

    • Where to look

    Key organizations

    UK

    Government bodies

    Remember that recent government reports are often online, while earlier ones can usually be located in paper in major libraries, including those listed in the Education section. Departmental names often change, so check details as carefully as possible.

    Department for Business, Innovation and Skills (BIS)

    www.bis.gov.uk/policies/by/themes/higher%20education

    Currently responsible for higher and further education. Access policy, consultation, documents and full-text reports from the website.

    Higher Education Funding Council for England (HEFCE)

    www.hefce.ac.uk

    Responsible for funding higher education and research activities. Note that Scottish higher education institutions are funded by the Scottish Funding Council, www.sfc.ac.uk/about_the_council/council_funded_institutions/ council_funded_institutions.aspx.

  • 61 - Cephalonian method

  • 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 165-167

  • Summary

    The Cephalonian method is a technique for delivering induction sessions to large audiences using a mix of interactive questioning, colour and music. It was developed by Nigel Morgan and Linda Davies (2004) at Cardiff University and is based on a technique used at a welcome session on a package holiday in Cephalonia, Greece. This method involves the use of trigger questions – planted questions that encourage learner participation.

    The first step in this technique is to create a set of questions, the answers to which contain all the information you wish to include in your induction session (for example: ‘How many books can I borrow?’). First of all you need to decide which topics/questions you want to include and then categorize them into the themes of your presentation. Write the questions on cards, assigning a colour to each category. Then hand out the cards to random members of your audience. During the session, ask for a volunteer to read a question from a particular colour, such as a ‘blue question’. Using the colour coding allows the presenter to have some control over the order of the questions, so issues can be addressed in a logical order. After the learner has asked the question, the presenter should locate the appropriate PowerPoint slide and go through that answer. Continue through the ‘blue questions’ until they are finished, then move on to another colour. Continue this until all the questions have been answered.

    ✓ BEST FOR

  • • inductions

  • • making large ‘lecture-type’ sessions interactive

  • • delivering core material in a different way each time

  • • encouraging participation in large groups where learners may be unwilling to ‘expose’ themselves by asking a question.

    • + MORE

  • • Enhance the session by using music while learners enter and leave.

  • • Ensure the colour is written on the corner of the card – this enables anyone who is colour-blind to identify the appropriate colour.

  • • You may have to repeat a question once a learner has asked it, as he or she may not speak loud enough for the group to hear.

  • • Questions could be more involved, such as: ‘How can I identify whether a journal is academic or peer-reviewed?’

Page 227 of 302