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TIP #1

CREATE WORDLES … to capture student feedback and/or ideas. TIP #1. Lauren Wahman |University of Cincinnati, Blue Ash. KEYWORD BRAINSTORMING EXERCISE: Librarian leads students through an in-class exercise to help them pick apart their broad topics and settle on a specific research questions.

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TIP #1

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  1. CREATE WORDLES …to capture student feedback and/or ideas. TIP #1 Lauren Wahman |University of Cincinnati, Blue Ash

  2. KEYWORD BRAINSTORMING EXERCISE: Librarian leads students through an in-class exercise to help them pick apart their broad topics and settle on a specific research questions. Benefits: Students learn to “arm” themselves with keywords and phrases that they can use to search catalogs and research databases, and also to think critically about how to construct their search statements to get the results they want and expect. The list of subject areas that are related to the question helps the student decide which group of databases will be relevant to the topic! TIP #2 Eboni A. Johnson | Oberlin College TIP 1

  3. Scholarly vs. Popular Article Activity Sara Klink | Stark State College Tip 1 TIP #3

  4. Directions • Place students into small groups (I do groups of 3) • Pass out article packets • Each packet contains 3 different, credible articles • 3 colored cards labeled (Article #1, #2, #3) • Have students review articles and decide as a group which article is scholarly • Remind students to refer back to their computer screen for the characteristics of popular and scholarly articles • Give them 5mins to come to a group decision • Count to 3, ask each group to hold up the colored card with their answer on it • Ask each group to share with the class something they noticed when comparing the 3 article • You can now review and explain in more detail, some of the unique characteristics of each periodical

  5. Students can refer to this page for characteristics of the different periodicals.

  6. Benefits • Students will recognize the difference between scholarly and non-scholarly publications. • Students will understand the value of using different types of sources. • Students enjoy group work. • Allows the librarian to interact and facilitate discussion. • Active learning activities encourages student participation and discussion during your instruction session. Idea adapted from Celita DeArmond, Instruction Librarian, UT-San Antonio 2004

  7. DRY ERASE TABLE TENTS Students write name and topic as they are getting settled—display on their desk • Benefits: • Forces students to choose topic • Saves time during one-on-one instruction interaction • Ideas for search examples • Allows instructor to know students better in 50 min. one-shot • Supplies: • Purchased from Amazon • Dry Erase Tent Cards, 50/ $11 • Dry erase markers • Time: 5 minutes while students are getting settled TIP #4 Kathryn Venditti | Ashland University

  8. Variation on DRY ERASE TABLE TENTS… For a class that is predominately international , instructor has own table tents w/ instructor’s name in English and in predominant student language.

  9. LOOSELY ADAPTED CEPHALONIAN METHODPurpose: encourage new students to talk in class & feel comfortable • Directions: • Distribute 6-12 color-coded cards to select students • Each card has a question & directions to read card aloud when color is called TIP #5 Kathryn Venditti | Ashland University

  10. LOOSELY ADAPTED CEPHALONIAN METHODWhen a student reads question, the instructor displays a single image answer on PPT slide. Sure, we don’t mind if you eat in the Library! But…we trust you to use good judgment when eating around our computers & books . • Benefits: • Encourages students to talk • Done early in session, results in more open discussions as class progresses • Fast introduction to basic library questions • Example is from 50 min. orientation • Allows instructor to identify alphas for further class discussions Image Credit: The Guardian, Thursday 24 September 2009

  11. LIBGUIDES: NARROWTOPICS On LibGuide:Several examples of using Who, What, Where and What as a shortcut method to narrow topic. Original topic is in pink box in center. Final research question or statement is at top. TIP #6 Kathryn Venditti | Ashland University

  12. LIBGUIDES: KEYWORDS AND SEARCH STRATEGIES From same LibGuide, step two: Worksheet to help identify keywords and develop search strategy. Geared toward lower level undergrads. Credit: William H. Hanlon Library, Loyola Marymount U, LA

  13. An additional monitor, facing student, allows for more comfortable, detailed, one-on-one instruction at the reference desk. TIP #7 Kathryn Venditti | Ashland University

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