 |
 |
Syvia- Get them into the library facility to begin with. Then do a comparative search on some topic (with which you've tested this approach with prior to their arrival). Maybe pick a second tier artist about whom not so much has been written. See what Google produces in a few pages for them. Then, take them to a physical book that might have been mentioned on some google entry. Show them the book, and how much more information it contains than the Google, and show them the Notes and the Bibliography. Let them handle it and feel it. Show them all the different references listed, and the different types of sources. Pick a periodical reference, and take them over to the Serials and show them that periodical, and find the reference. Do it slowly, and let them see all the other information that flows past their field of vision as you find the specific page. Let them grasp the serendipitous nature of "finding" information in little known or secondary references. It is all about engaging their brains, which are accustomed to instantaneous retrieval. It's about showing them (the now alternative) routes to information gathering and completing the whole descriptive picture of any topic. Fostering their Inquiring Mind and showing them results that are applicable to whatever they might be searching for. Making it fun and exciting and three dimensional, with lots of tactile interaction. Off to The Library, and Beyond the Keyboard! (as Buzz Lightyear might say) Cheers, Kevin *Kevin Mullen, Bookseller* Mullen Books, Inc. Libraries and Books Bought and Sold P.O. Box 472 Marietta, PA 17547 USA 717-618-0481 http://www.mullenbooks.com On 8/1/2011 6:34 PM, Work wrote: > 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 > > > ~~~~~~~~~~~~~~~~~~~~~~ > Mail submissions to [log in to unmask] For information about > joining ARLIS/NA see: http://www.arlisna.org/join.html Send > administrative matters (file requests, subscription requests, etc) to > [log in to unmask] ARLIS-L Archives and subscription > maintenance: http://lsv.arlisna.org Questions may be addressed to list > owner (Judy Dyki) at: [log in to unmask] > ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ Mail submissions to [log in to unmask] For information about joining ARLIS/NA see: http://www.arlisna.org/join.html Send administrative matters (file requests, subscription requests, etc) to [log in to unmask] ARLIS-L Archives and subscription maintenance: http://lsv.arlisna.org Questions may be addressed to list owner (Judy Dyki) at: [log in to unmask] ~~~~~~~~~~~~~~~~~~~~~~