Active Learning Techniques for Librarians. Practical by Andrew Walsh

By Andrew Walsh

A pragmatic paintings outlining the speculation and perform of utilizing energetic studying suggestions in library settings. It explains the speculation of lively studying and argues for its value in our instructing and is illustrated utilizing lots of examples of options that may be simply transferred and utilized in instructing library and data abilities to a number inexperienced persons inside of all library sectors. those sensible examples recognize that for many people serious about educating library and data talents the only off consultation is the norm, so we want suggestions that let us to fast seize and carry our beginners' realization. The examples are both helpful to these new to instructing, who desire to deliver lively studying into their classes for the 1st time, as to these more matured who are looking to refresh their educating with a few new rules and to hold on their improvement as librarian teachers.

  • Outlines the argument for extra lively studying suggestions in our sessions
  • Explains the idea of lively learning
  • Includes examples that may be utilized in teaching

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Example text

Notes: This activity, or variations upon it, is fairly commonly used. It can help turn the training or class they have just been attending from an abstract activity into something they realise they can and should use afterwards. How to use it: ■ Ask each member of the class to fill in the sheet listing what they have learnt and how they plan to use it. ■ A month (or other agreed time period) later contact everyone who attended and prompt them to review their sheets. Have they achieved the task of applying the knowledge?

Each group puts their sheet of paper on the wall. g. two minutes) looking at it/discussing it among themselves. They then write down their comments directly on the poster in a different coloured pen. ■ The groups move around the room on your signal until each group is back at their own poster. ■ The groups can then read those comments that the other groups have left for them. ■ Give a few minutes at the end if anyone wants to share general comments with each other, or ask for any comment to be clarified.

Even if the subject material is delivered as a lecture, the class will still end up more actively involved than otherwise. On a personal note, the first time one of the authors came across this method was in an A Level Chemistry lesson at school – the teacher used it in practically every lesson! It can be a novel challenge, especially for younger learners to try and ‘get one over’ you, the expert. How to use it: ■ During a section of your lesson where you are explaining something lecture style, tell your class you are feeling a little forgetful today and you may make some mistakes.

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