By Helen Conroy, Jo Webb

The function of the librarian more and more includes providing details literacy utilizing a variety of instructing tools, from offering induction classes to casual one-to-one aid on a day by day foundation. even supposing this can be more and more well-known, many practitioners should not have instructing skills and are frequently left to fulfil a job for which they believe ill-equipped. even if they do have instructing skills, those are frequently won from mainstream classes that don't regularly safely tackle the supply of data literacy. This ebook is a much-needed sourcebook to help library employees within the supply of knowledge literacy instructing, through offering functional advice on attempted and demonstrated principles and methods for classes. jam-packed with tricks and assistance grounded in studying conception, it's a functional reference instrument designed to be dipped into as wanted whilst making plans instructing and coaching. the place appropriate the actions are mapped to types of knowledge literacy, with tips on adapting rules for various degrees and contexts. recommendation is given on actions within the following parts akin to: designing periods; getting ready periods; supplying classes; types of periods; educating through subject; developing instructing / help fabrics; assessing studying; comparing instructing classes; and, e-learning. This easy-to-use booklet is a useful resource of notion for any librarian inquisitive about educating details literacy, whether or not they are new to instructing or skilled yet looking for clean principles.

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Extra resources for A Guide to Teaching Information Literacy: 101 Practical Tips

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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 should be noted that evaluation appears in two contexts in the model – firstly at the Analysis level, where the traditional information literacy activity of ‘evaluating information’ would take place.

24 FACILITATINg LEARNINg — Are your hands-on tasks simply asking for users to follow step-bystep instructions? While this behaviourist technique is useful for learners to learn a particular procedure, you must ensure they can replicate this themselves, through some kind of assessment. — How are you encouraging learners to reflect on their own experiences in order to make connections for themselves? Scaffolded techniques, where you provide a framework for learning, are ideal for this – do not give away all the answers, but provide a framework to enable learners to find the answers themselves.

Introduction, development, consolidation, closing. resources required to deliver the session ✓ Best for • guiding the planning process • providing a useful resource for yourself and other colleagues to use when developing and delivering the session • those new to teaching or developing new material • providing a reference when reviewing what has not worked in an existing session. 47 PLANNINg ✚ More • Enhance your lesson plan and timetable with detailed notes for yourself on running the session.

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