The Reference & Instruction Exchange Group, a division of NCCCLRA, exists to improve teaching and learning among Reference and Instruction Librarians, encourage the exchange of ideas and materials, and establish recommended guidelines for peer evaluation.
Many librarians conduct information literacy classes with little or no access to technology. What are the best practices for instruction when access to technology is limited or nonexistent?
Labels: Instruction
posted by Michael @ Wednesday, September 19, 2007
5 comments
Jason Setzer said...
I use flip charts, some of which are prepared before class.
I also use a lot of physical items.
As periodicals are discarded at your library, I recommend developing your own stash of popular magazines and scholarly journals to use in your discussions about authority and intended audience.
I also use a phonebook to describe the benefits and limitations of search engines. For more info on the phonebook/search engine comparison, click here.
Jason Setzer said...
If you're doing group activities, Mr. Sketch scented markers are the best! Each color has a different scent.Students really think smelly markers are fun!
said...
Most of my presentations are "technology lite", since I have a laptop and a screen, but no dedicated instruction room. Students do not have computers to use during a presentation unless I deliver the presentation in a classroom building lab outside the library. Most of our students are developmental.
Analogies are helpful with these students. In regard to the need to assess the reliability of web pages, I tell students that we could not drive to Greensboro and have a book published in one day, but we could go to my office to develop and publish a web page in a short amount of time, and list the page with several search engines.
I'm pretty sure there are lists online of hoax web pages such as this one:
http://www.dhmo.org/
In the past I've told students that "subscription cards to other magazines, perfume cards, and coupons for laundry detergent" do not usually fall out of Research Journals/Scholarly Publications!
said...
I recommend finding computer labs or building one. (I'm not really kidding!) When I got here four years ago, all the "orientations" were done in the library with a librarian speaking for 55 minutes and showing screen shots on the wall. I've been able to move almost all the library instruction sessions into computer labs. Almost all English teachers have a lab once a week, so we plan the sessions for then. If they don't have one, I work out a swap with another teacher for that day, or find an open lab to reserve. We are now working on turning one of our study rooms into an instruction computer lab. Has anyone tried that? I know that WPCC just got an LSTA grant to do it, and we'll apply for one next year. Great to see all the discussion here! Pat Leamon
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