From the monthly archives: September 2011
This summer, I committed to changing something – anything! – about my standard library instruction session. Sure, I tailor sessions to students’ assignments and professors’ desired learning outcomes, but I felt my basic format was a bit, well, stale.
I decided to experiment with the way I ask students to share their topics or [...]
Continue Reading →As I continue to think about how to teach QuickSearch (Duke’s version of the tool Summon, which is the library world’s partial answer to Google), like a good librarian I’ve been doing a lot of looking around for how librarians conceptualize search tools. I guess I’m looking for the magic bullet that will [...]
Continue Reading →Concept mapping is often used in instruction to facilitate knowledge acquisition by creating a visualization of the relationships between concepts. The use of concept mapping in the classroom originated with the work of Dr. Joseph D. Novak on representing emerging science knowledge in students (Novak & Cañas, 2008). Concept mapping can facilitate meaningful learning by [...]
Continue Reading →Recently the ILI-L listserv was buzzing with discussion about an NPR post that reported on findings about auditory and visual learning styles. This led me to think more about the interaction between affective learning and cognitive load during library instruction sessions. Properly functioning technology and reliable pathways to databases are certainly a concern when stepping [...]
Continue Reading →Diane and I are pleased to announce that Erin Carrillo and Amber Welch have joined the Instruction & Outreach Department for the fall.
In fact, you may have noticed Amber’s name this summer, as she joined us for a field experience in June and hit the ground running by [...]
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