New PDF release: A Guide to Teaching Information Literacy: 101 Practical Tips

By Helen Conroy, Jo Webb

ISBN-10: 1856046591

ISBN-13: 9781856046596

The position of the librarian more and more comprises offering info literacy utilizing a number of instructing equipment, from supplying induction periods to casual one-to-one help on a day by day foundation. even if this can be more and more well-known, many practitioners shouldn't have educating skills and are usually left to fulfil a job for which they think ill-equipped. even if they do have educating skills, those are frequently won from mainstream classes that don't consistently appropriately handle the supply of knowledge literacy. This ebook is a much-needed sourcebook to aid library employees within the supply of knowledge literacy educating, via supplying sensible assistance on attempted and established principles and methods for classes. packed with tricks and assistance grounded in studying concept, it's a functional reference software designed to be dipped into as wanted while making plans educating and coaching. the place acceptable the actions are mapped to types of data literacy, with advice on adapting principles for various degrees and contexts. suggestion is given on actions within the following components corresponding to: designing classes; getting ready periods; providing periods; types of classes; educating through subject; growing instructing / aid fabrics; assessing studying; comparing instructing classes; and, e-learning. This easy-to-use e-book is a useful resource of notion for any librarian curious about instructing info literacy, whether or not they are new to instructing or skilled yet looking for clean rules.

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Additional info for A Guide to Teaching Information Literacy: 101 Practical Tips

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It is usually desirable to ensure that your outcomes are measurable: can the learner show that they have achieved the outcome? This is useful for gathering evidence of the impact of your teaching, as well as providing the learner with a sense of achievement. Learning outcomes are therefore closely tied to assessment and evaluation and you should consider how you will measure outcomes right at the start. With information skills teaching, many of your outcomes may be to raise awareness of library resources rather than impart specific skills.

This can be done in a variety of ways, but you need to link your aims, objectives and learning outcomes to the assessment to make it most effective. There are different kinds of assessment: • Summative assessment takes place at the conclusion of the learning experience. • Formative assessment takes place during the learning experience and can be something as simple as asking your learners to do a task and giving them feedback while they are working on it. • Diagnostic assessment takes place prior to your sessions and can be 31 PLANNINg used to assess existing knowledge and ability to inform your teaching and to benchmark learning.

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.

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A Guide to Teaching Information Literacy: 101 Practical Tips by Helen Conroy, Jo Webb


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