Date of this version
presentations, presentation skills, library instruction, goals and objectives, active learning, instructional activities, evaluation of instruction, assessment of instruction
When designing an instructional session, librarians need to consider what information, resources, and techniques need to be included to make the session memorable and part of the learning experience. The opening and closing should be developed, and goals and objectives for the presentation should be set. Break up the session into “teachable chunks” to fit the attention span of the attendees.
“Active learning” techniques can be included in designing the session and as methods of evaluating the presentation. Activities should be based on the presentation objectives, and can include icebreakers, games and exercises. Consider various learning styles, and think about ways to reach the individuals in the audience.
Methods of assessing the presentation should be developed to evaluate whether the students are grasping the concepts covered in the session. There are many methods of evaluating during an instructional session. These include the T-chart (identifying the pros and cons of a topic); index cards (what the students liked best/least); a wish list (used at the beginning of the session, then checked at the end); “Dear Instructor” (students record what they would stop doing, start doing, or continue to do because of what they learned in the session); contests, games, and puzzles; and discussion groups. By examining adult learning styles and combining that knowledge with various presentation techniques, the instruction session can be interesting and retain the attention of attendees.
Theory and Practice: Papers and Session Materials Presented at the Twenty-Fifth National LOEX Library Instruction Conference held in Charleston, South Carolina, 8 to 10 May 1997
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