Utility and Practical Application Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety *Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.
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*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.
Reducing Student Anxiety
Reducing Student Anxiety
Reducing Student Anxiety
Utility and Practical Application
Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.
Gaining and Maintaining Student Attention
Utility and Practical Application
Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.
Fighting Instructor Burnout
Utility and Practical Application
Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout Comprehension and information retention
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.
Comprehensionand Retention
Utility and Practical Application
Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout Comprehension and information retention Undermining negative stereotypes
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.
Undermining Negative Stereotypes
Utility and Practical Application
Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout Comprehension and information retention Undermining negative stereotypes Self-Deprecating
*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.
Self-Deprecating
Student-Produced Comics
Looking at the student research process through comics* Student need to be heard A way to reflect and summarize Critical thinking and questioning assumptions Framing themselves as characters The drama and conflict of research An attempt to validate student experience Opportunities for more authentic assessment** Potential overall improvement of student learning*** Visit me at LOEX!
*Adapted from Detmering R., and Johnson A.M. “‘Research Papers have Always Seemed Very Daunting’: Information Literacy Narratives and the Student Research Experience.” Portal 12.1 (2012): 5–22.**McKinney, P. A., & Sen, B. A. . (2012). Reflection for learning: understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2), 110–129.***McGuinness, C., & Brien, M. (2007). Using reflective journals to assess the research process. Reference Services Review, 35(1), 21–40.
The Next Step Information Now! Comic guide to
student research and information literacy.
Set to be published fall 2014 by The University of Chicago Press
Approximately 125 pages
Sometimes, information literacy is as simple as holding the book correctly.