Table of Contents Preface - Douglas Cook and Ryan Sittler Acknowledgements - Douglas Cook and Ryan Sittler Introduction 1. Why Should Librarians Care About Pedagogy? Douglas Cook Cases Exemplifying Direct Instruction Presenting Large Amounts of Information 2. How Cephalonia Can Conquer the World (Or At the Very Least, Your Students!): A Library Orientation Case Study From Cardiff University Nigel Morgan and Linda Davies 3. It?s Showtime! Engaging Students in Library Instruction Debbie Crumb and Eric Palo 4. The Clicky Things Rocked! Combating Plagiarism with Audience Response System Technology Christine Bombaro Reviewing Information Presented 5. Daily Doubles, Final Answers, and Library Resources Julie Maginn Presenting Complex Ideas 6. Making Meaning: Using Metaphor as a Tool to Increase Student Understanding Susan Avery and Jim Hahn 7. Analogical Storytelling as a Strategy for Teaching Concept Attainment Anna Montgomery Johnson 8. Keep Them Engaged: Cooperative Learning with the Jigsaw Method Linda Reeves, Judy McMillan, and Renata Gibson Cases Exemplifying Student-Centered Instruction Using Dialogue 9. True and Terrifying Stories: Using Peer-Led Discussion Groups to Evaluate Information Texts Karla M. Schmit 10. Constructing Narrative to Situate Learning in Library Instruction: Counseling an Imaginary Undergraduate Susan M. Frey 11. Using a Personality Test to Teach Boolean Logic Kathleen Lowe 12. Plagiarism Instruction Online: Beyond the Citation Lyda Ellis 13. Web 2.0: Using a Wiki to Extend Learning beyond the Classroom Walls Carl DiNardo Using Simulation 14. An ?Amazing Race? through the Library: Reality Television Meets Problem-Based Learning Dawn Eckenrode Using Students? Experiences 15. Electronic Portfolios as a Means of Authentic Assessment William Jefferson and Eloise M. Long 16. Picture This: A Snapshot of How Technology Motivates Student Research Li Zhu and Kathleen Zakri 17. Bringing Them into the Community: Innovative Library Instructional Strategies for International and ESL Students John Hickok Using Students? Experiences to Discuss Social Injustice 18. Zines! Librarians and Faculty Engaging Students in Creative Scholarship Amanda Hornby, Suzan Parker, and Kari Lerum Appendix: Contributors Preface This book is meant to be a practical guide for those of you who have not had recent training in pedagogy. Actually, even if you have had recent training in pedagogy, we think you will find something new and exciting here. We have tried to provide you with a bit of theory in chapter 1, but don?t let that scare you away. Most of the book is full of new ideas -- developed and used by practicing librarians -- for you to try out the next time you teach a library instruction session. Doug has been a librarian for more than thirty years (he likes to occasionally think in a philosophical fashion when he is sitting by the fire warming his arthritic body) and he feels that all pedagogy is useful. However, there are just two major pedagogical paradigms which he will be subjecting you to in chapter 1: 1. Use Direct Instruction strategies when you need to present information to students as efficiently and as effectively as possible. 2. Use Student-Centered Learning strategies when you want to stress student engagement with learning. Ryan, who is slightly fresher from the halls of Library School, made sure that the rest of the book included lots of active, technology-based strategies for you to use to excite your students. (He also tried to make sure that the book was written in a fashion that new librarians, and even NON- librarians, could understand -- not an easy task!) Dear Reader, we hope that you find this book practical. We also hope that you will find our editorial comments mildly humorous, as well. (Editorial comments appear like this and should enhance, if only slightly, your enjoyment of the chapters. It was either that, or, include a free glass of beer with every book sold? this was a little cheaper!) After you are finished unjamming the printer, answering reference questions, figuring out how the new software works, writing your self- evaluation for your yearly review, and liaisoning with classroom faculty ? go hide in your Dilbert cube, and plan your next instruction session using one of the seventeen strategies in this book. Smile, learn, and above all else, enjoy! Your Humble Editors? Doug Cook, Shippensburg, PA, 2008 Ryan Sittler, California, PA, 2008 ?It?s a long road to pedagogy.? Frank McCourt, Teacher Man: A Memoir (NY: Scribner, 2005), 9. ?Theory are as slippery as eels.? Doug Cook, in an e-mail to a librarian named Sara (2007). (I can?t remember who Sara is ? Doug.) (It still made me laugh - Ryan.) Acknowledgements Doug and Ryan would like to take this opportunity to thank our colleagues, at our respective Universities, for their encouragement and support throughout the creation of this book. We have spent many hours in a personal purgatory (or our cubicles, take your pick) whining and moaning about all of the work we had to do in order to get this book finished on time? everyone politely ignored us. Thank you. We would also like to thank all of our chapter authors for their hard work, creativity, and willingness to share their unique instructional approaches with the community of library instructors around the globe. This book couldn?t exist without you. Finally, we would both like to thank Doug?s daughter-in-law, Jess, for lending her writing talents? and acting as editor to us, your humble editors. Also, many thanks to Kathryn Deiss at ACRL. We thank her for both editorial encouragement and her enthusiasm for this project ? it made the process much easier! Now that we?ve patted backs, tooted horns, and stroked egos in unison? we would like to make a few personal acknowledgements? Doug would like to thank his wife, Carolyn, for her encouragement. (Despite the fact that he was forced to edit her doctoral dissertation in the middle of this project. Congrats Dr. Mrs. Cook!) Ryan really has too many people he would like to thank ? because this book is a direct result of his interactions with so many different people. Thanks to parents, Barry and Deborah, and former mentors (Mary Ellen and Marilyn Kay) aside? Ryan would like to thank his co-editor, Doug, for being such a great guy with which to work! Ryan would also like to thank April Cole for reasons too numerous to even begin typing... it would add another chapter! Suffice it to say, her unwavering support ? in many things ? had a great impact on my ability to finish this project. Thank you.
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