By Helen Conroy, Jo Webb
The position of the librarian more and more includes offering info literacy utilizing a number of educating equipment, from offering induction periods to casual one-to-one aid on a day by day foundation. even though this is often more and more well-known, many practitioners would not have educating skills and are frequently left to fulfil a job for which they think ill-equipped. even if they do have educating skills, those are frequently received from mainstream classes that don't continually safely tackle the supply of data literacy. This e-book is a much-needed sourcebook to help library employees within the supply of data literacy instructing, by way of offering useful advice on attempted and confirmed rules and strategies for classes. filled with tricks and assistance grounded in studying thought, it's a sensible reference software designed to be dipped into as wanted whilst making plans instructing and coaching. the place acceptable the actions are mapped to versions of knowledge literacy, with suggestions on adapting rules for various degrees and contexts. suggestion is given on actions within the following components akin to: designing periods; getting ready classes; supplying classes; kinds of periods; educating by way of subject; developing instructing / help fabrics; assessing studying; comparing educating classes; and, e-learning. This easy-to-use booklet is a useful resource of thought for any librarian concerned with educating info literacy, whether or not they are new to instructing or skilled yet looking for clean rules.
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Extra resources for A Guide to Teaching Information Literacy: 101 Practical Tips
47 PLANNINg ✚ More • Enhance your lesson plan and timetable with detailed notes for yourself on running the session. This may include reminders of key points for introducing and summarizing activities. Add in another column (or section) for your post-session reflections. 2). This will help ensure nothing is forgotten in the planning process and will also enable you to tie assessment to outcomes. ❢ Watch out • Be careful when using ‘off the shelf’ lesson plans, as you will need to review them in order to judge suitability for your learners and your circumstances.
Uses in new situation, manipulates, develops. . Evaluates relevancy, analyses relationships, discerns. . Judges, sets criteria, decides, Integrates prioritizes, information, classifies. . produces new whole, combines, Evaluation reorganizes. . 6 Synthesis 5 Analysis 4 deep Application 3 Comprehension 2 Remembers, recalls, lists, knowledge reproduces, Reproduction 1 defines. . autonomy surface With information literacy teaching, you will normally want to guide your student to the higher levels of Bloom’s taxonomy, beyond simply memorizing and repeating information to evaluating and synthesizing information.
It is better to rephrase the outcome so that understanding can be shown by explaining, comparing, demonstrating, and so on. ❢ Watch out • Remember to refer back to the learning outcomes throughout your planning – you should not be doing anything that fails to, in some way, contribute to achieving the learning outcome. 30 10 Assessment There are many different forms of assessment, ranging from the formal examination to simple observation. Some of the most effective ways to assess information literacy are discussed as separate tips in this book.
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