It might take a little more time to identify the best places to insert research instruction into the curricula, and/or to reach partnership with your faculty on specific project ideas.
You might try to, maybe in some small way to start with, introduce some interaction into your presentation. Do you have access to interactive tools like clickers? We also like to use Linoit here - an online "sticky notes" tool. I can share with you offline how we use this - mostly as a way to introduce visual literacy skill-building and an exercise that gets them developing good research questions. Here's the lino tool link http://en.linoit.com/
Another option might be to negotiate with the faculty member to do some kind of survey or quiz of the students before you visit the class, to gauge how prepared they are for the learning goals laid out for the course - or just generally for college level research. Then, you could use that information to launch a discussion with the class and to highlight any instructional needs with the faculty member.
I suppose a lot of how you approach it depends on what the goals of the class are, and what the goals of the faculty are - generally speaking.
Heather Gendron
Art Librarian
Sloane Art Library
UNC Chapel Hill
-----Original Message-----
From: ARLIS/NA List [mailto:[log in to unmask]] On Behalf Of Work
Sent: Monday, August 01, 2011 6:35 PM
To: [log in to unmask]
Subject: [ARLIS-L] Library Instruction for Freshman
Hi All,
I have been wrestling with an effective method of providing library
instruction to our mandatory Freshman Seminar class - 140 students. In
the past it has always been that the librarian visits the class and
talks about the library in a very generic fashion. I followed this
model last year (my first year at Montserrat) and found it very
lacking and repetative since I also visit the Art History and English
classes. I have made numerous suggestions for different approaches to
library instruction for this class but they have all been shot down by
the faculty who teach the freshman course.
Does anyone have any ideas for how to best engage 140 freshman and
resist the 'this is how it has always been done' inertia?
How do you teach your intro. courses?
Cheers,
Sylvia
Sent from my iPhone
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