Hello Everyone,
Below are the three responses I received in relation to active
learning.
I hope you find this useful.
Best wishes,
Sandra
Sandra Rothenberg, M.A., M.L.S.
Reference/Instruction Librarian
Henry Whittemore Library
Framingham State College
I teach a credit-bearing information skills class called Beyond
Google at Pratt (last year’s course wiki is available here: http://beyondgoogle.pbwiki.com), and
I’ve had some positive results with a few techniques that might translate
well to one-off library sessions. One thing that’s worked really well is
having the students brainstorm their research steps in small groups and then
draw visual representations of those processes. Most of our art and design
students respond really well to visual and kinesthetic learning opportunities,
so moving around the classroom helps, too—I like to mix it up by getting
them all to stand up and gather around one table to look at books, break off
into small groups to complete worksheets, and do short individual exercises. I
hope that helps. I’d be happy to talk with you some more, and I would
love to hear about any other suggestions you receive. This is a topic that
really fascinates me. Good luck!
I give a
library presentation to our ART 100W classes, which is a junior-level
(theoretically) writing class in the major. Students run the gamut from very
text-oriented art history majors to majors in design (graphic, industrial,
interior) and studio types. I can only focus on one thing in a single class, so
I show them how to search for articles in a database (Art Full Text at
present). Using that I try to squeeze in as many ACRL infolit categories as
possible!
To help them
understand the difference between keywords and controlled-vocabulary subject
descriptors (with an offhand reference to tagging, although few actually do
that) I've begun using the following exercise. I print out the first 2 pages of
an article from Art Full Text. I chose the one I use partly for the funky topic
but primarily for the fact that it begins with a long abstract that describes
the article content in more detail than most. (No way would we have the time
for all of them to read a whole article.) Based on that I ask them to fill in a
worksheet, assigning thae article up to 6 subjects. I give them about 5
minutes.
I ask for a
student volunteer to write responses on the board, and I ask students what
subjects they chose. Responses are rewarded with Dove chocolate (milk or dark).
Board writer gets 2 pieces. (BTW, chocolate reward is the single most effective
pedagogical tool I've found in about 30 years of teaching art students, who can
be notoriously unresponsive!)
After they've
done this thay can better understand what you tell them about how keywords and
subject headings are different, the pros & cons of each, and the necessity
to try different combinations of same for the best results. Then you can start
the session on database searching by finding the same article in the database
by author/title and they can compare the actual subject headings with the ones
they came up with.
Article I use:
Arthur, Linda
B. "The Aloha Shirt and Ethnicity in Hawaii." Textile vol. 4 no. 1
(Spring 2006) 8-34.
I also have a
PowerPoint with an image of a pot, and you can reinforce the concept using
image rather than text--ask them what it is and get all kinds of responses
(pottery, ceramics, pot, vessel, container, etc.). Reward responses with
chocolate, of course.
I have in the past collaborated with instructors (usually
of Art History
classes) so that there is a class assignment. The most
common is each student has to search for information on recent exhibitions plus
biographical material on a contemporary artist from a list compiled by the
instructor (and checked by me to ensure we have material). The students are
required to find magazine articles, info from a reference source and one or
more books on the chosen artist. Then the information session I give shows
them how to locate each of these types of information and they can work on
their topic area during my explanations and I am there to help with their early
searches. It works really well and the instructor often makes it the first
part of a term long project leading to a term paper.