I did a playful postcard exercise at LILAC this year, asking people to write their top tips for teaching (or enabling) information literacy development in others on a postcard and posting it in a little red postbox! Those who left an address on a sticky label had a randomly selected postcard sent out to them. This is what they said, plus some comments and explanation from me :)
Pedagogy Postcards for
Practitioners, Andrew Walsh, LILAC 23.
Thank you everyone who submitted a
tip! This PDF will list the tips (in italics), add a little commentary about
the tips, plus give a very brief outline about the approach taken with this
postcard exercise. Those of you receiving this PDF after submitting their email
addresses via the QR code, I’ll delete them within the next few weeks.
The tips / commentary
The first few focus on something
that librarians often struggle with. We might only see students once, probably
for a relatively short amount of time, so there is a temptation to try and tell
them “all the things”! I worry that this also tends to combine with an element
of vocational awe where we see ourselves as the only people who can save
students from poor information literacy and overinflate our importance (see
Fobazi Ettarh’s work, e.g. VOCATIONAL
AWE AND LIBRARIANSHIP: THE LIES WE TELL OURSELVES). Bombarding students
with content isn’t good pedagogical practice though, as these tips suggest!
Bite sized resources available
at the point of need. I record short-ish videos on different subjects and make
them available to students (who study 100% online).
Don’t sacrifice understanding
and deep learning in order to cover content – learning one thing well is better
than learning lots superficially. (P.S. Read bell hooks!)
Less is more 😊
We don’t need to tell everything we know about IL in each lesson, people will
be overwhelmed. Pick your highlights (learning outcomes) and stick to them.
(Hugs from Bettina, Norway.)
I love the pedagogy hinted at behind
these next few, but again many librarians struggle with this! It’s often
tempting to think that the way we think an information literacy related task
should be approached (e.g. searching for information for an assignment) is the
best way of doing it. We’re the experts, so everyone should copy our examples.
In practice, students are concerned with different things, have varying demands
on their time and attention, and need to build strategies that work for them.
They may care about different learning outcomes to those that we had in mind at
the start, and these may even emerge, or change, during a session. These tips
all try to shift the power dynamic towards the student, helping to give them
ownership and an element of control, so we meet the students’ needs, not our
own pre-determined outcomes. (This is part of the reason I personally take a
playful learning approach!)
Give students ownership of
their own learning – how can you involve them in co-creating material or
learning activities?
Engage your students as
collaborators / give them the power to steer their own learning directions
& needs by checking their aims before you start teaching (LC Chung)
Tell students at the beginning
of sessions that the goal is for them to learn rather than you
to teach, so they should be encouraged to ask questions and lead /
direct the conversation as they wish 😊
Ask student how they manage and
organise information. What is their research information process. (Paul
Newnham)
These next few are a mixture of
slightly different things, but are all about contextualising the content. Information
literacy varies by context and is often difficult for people to transfer from
one setting to another – this contextualisation helps embed learning more
effectively. It’s not a “library” session, it’s one relevant to their study,
work, life, whatever… but a note of caution, be careful using pop-culture
references unless you are genuinely up to date. Please don’t think you’re cool
dropping references to TV shows that aired before your students were born (or from
shows that didn’t air in countries that your students are from). :D
Start with where your students
are at… if they use Google Scholar – show them Google Scholar! If they use
TikTok, demo the issues with that (Relete)
Use concrete, pop-culture
examples and references = (1) Instant likeability factor (2) more engaging
& though provoking (Anne-Lise Harding, House of Commons Library)
Making teaching relatable to
your audience. They’ll be able to understand a real life example if its
something they do / see every day.
Take the student’s discipline
into account. Tie IL skills to a current assignment / theses / pm the students
are working on to make it more relevant to them.
I like to use analogies and
metaphors to explain things during IL sessions. Examples that relate to
everyday activities / experiences.
Connect to what the student is
working on and what problems they encounter.
Interactive suggestions cropped up
several times in the tips below, but also in many of the other tips. I’ve
written and spoken widely on Active Learning and playful learning that match
these ideas, but lots of other teaching approaches also match it! These
approaches can make it easier to build on the previous knowledge of students
and avoid the hideous “banking model” of education (see Paulo Freire,
particularly “Pedagogy of the Oppressed”). As a bonus, it can make it much more
fun for you and your learners… and if you’re having fun you’re likely to do a
much better job!
Make your IL sessions
interactive. Games, both online and physical make the sessions fun for you and
the students and enhance engagement and motivation.
Ask learners to search for info
online. E.g. “find an industry report on a particular company”. Next use this
to springboard discussion on issues of searching for info online. I then follow
this up with previous learners comments on this to encourage peer learning and
engage the current group.
Connect your teaching to your
audience’s needs and their context. Have fun, make it interactive and remember:
often, less is more. Quality over quantity 😊
Matching language to meet your
audience, which is where I try to avoid getting into arguments over what
information literacy should be called! But that said, information literacy is a
great term (IMHO) for us to use when talking about these things with other
librarians. That doesn’t mean it’s the best term to use with your learners (or
in Higher Education, your lecturers, higher management, etc.) – you can fit the
concepts within whatever language makes sense to them. Use library jargon (like
information literacy) with other librarians as it helps us be clear what we
mean, but use the language of your audience to explain stuff to them.
Don’t call it information
literacy or if you do, explain what that is in terms your audience will
understand. i.e. what it means in their terms / vocabulary. “Info lit” is too
librarian focussed.
Check your use of language and
jargon - don’t assume that others will understand the terms and acronyms that
you use every day.
Think about language and
terminology! Sometimes, academics and students are a bit bewildered by what is
meant by “information literacy” but if we try to speak their language (talking
about research, articles, searching and so on it becomes easier to communicate)
(Hope)
I love how these next two mention
preparation from different angles! It’s also something that lots of librarians
struggle with – teaching preparation for many people focusses on creating
“perfect searches” that as Maria says, are fake… and to be honest, then get
confusing to learners when they try to replicate them. Preparation should be
around the elements of teaching you intend to use, the activities, the
structures, etc that you can then confidently apply. Not the nitty gritty of
those pre-prepared examples!
Perfectly practiced demos from
a librarian are kinda fake. Make it messy! Hand the reins over to a student or
use one of their questions o they know it isn’t prepped. (Maria O’Hara,
@Meaohara, Kings College London)
Prepare-prepare-prepare!
These next few are slightly
different, but grouped because they are about a mixture of confidence and
self-development. Despite many of us having imposter syndrome sitting on our
shoulders, telling us we don’t know what we are doing – you do. “You are
enough.” There are things we can do to build that confidence, to develop
ourselves (like observing others, taking risks, etc) and we should always be
learning and developing. That doesn’t mean you are doing badly now! Embrace the
fear and do it anyway 😉
Take at least one risk
in every session. (Without taking risks your teaching won’t move forward! Don’t
be scared) (Nigel Morgan)
Remember… You are an expert.
You are enough. Mistakes make you relatable 😊
Talk less and don’t fear the silence!
Have confidence in yourself!
Librarians, often introverts, can be a bit daunted by being in front of people,
but its important for us to believe in our own expertise. We have a voice and
its worth listening to! Good luck, you’re doing great.
Ask more experienced colleagues
if you can observe their teaching, even if they are not in the same discipline.
Critical thinking can often be
absent in library sessions, but it shouldn’t be! We don’t have absolute
answers, but we can help our learners think critically about things and come to
their own conclusions. For example, there are lots of frameworks to help people
evaluate information sources – if they are used as checklists, they are all
bad, if they are used as examples of the type of questions we should be
answering and reflecting upon, they can be good. Resist the checklist and
embrace the critical questioning!
Instruction should be presented
in a value neutral way. There are no “good” and “bad” research tactics. Only
more effective and less effective. This can help prevent / reduce embarrassment
and open up a genuine dialogue. (Anna Nunn, University of Suffolk)
I always tell students (and
others) to check the source. Who is the creator? What is their perspective?
What is the purpose of the content the are delivering? (Susan Adkins)
Explore with students the why
of things, not just the how.
This one is partly about an
approach to teaching, but also about visual literacies. You can tap into
different ways of viewing the world and understanding or representing
information by using visual approaches – comics / cartoons are one, but there
are plenty of others (collage anyone?) out there. Don’t feel hidebound by only
using text!
Why not use comics and cartoons
for information literacy – works for me!
Bonus tip, but an important one…
we don’t teach in a vacuum! This could equally be “feed the IT person biscuits”,
especially if you teach in building where you might need support! Anyone that
does (or might) support you will appreciate your support in return!
Get to know your admin team and
take them cake 😊 (Eva Garcia Grau)
A quick overview for this postcard approach!
I couldn’t be sure if this would work for the delegates in
advance, but I got slightly more cards filled in than I was expecting and there
are some lovely tips, so I think it did! For an all conference activity like
this, 10% of attendees engaging is a good target to aim for and we managed more
than that 😊 Using these approaches in a teaching session
gets much better engagement, normally everyone would participate.
The postcard activity aimed to draw from the delegates
skills and knowledge of teaching information skills, pull them together, group
and comment on them (if appropriate), then share them back to the community
that contributed.
It draws from a few ideas that I use in my own teaching:
·
Making items tactile so they are
attractive to engage with. There is something about print items, especially
handmade (I sometimes use items I Letterpress print myself), that naturally invite
people to interact with them. A physical postcard tends to be more engaging
than asking an equivalent question by circulating a short Google form around
everyone (Alke’s work on Tactile Academia is great - https://tactileacademia.com/)
· Related to tactility is physical
representations that give cues towards what we expect – the postcards and
the red phone box are directly familiar to UK based people of a certain age,
but may also have familiar echoes with younger attendees that might not have
directly experienced writing or receiving print postcards. Many people see a
postcard and postbox and know what expectations exist around them, the objects
themselves guide participants naturally towards doing the activity.
·
Restrictions / constraints can help
enable creativity (and engagement with a task like this). The constraint of a
small area on the postcard can help people complete the task in a way that a
completely open invitation (submit an email or Word document?) does not. An
open task can often be harder (and more intimidating) to complete than a
constrained or restricted one. (Though I do offer alternatives that are more
open, in this case an online form for people that might want to write longer
form content, or who might struggle with handwriting a card.)
·
Gifting can invite people to take part in
activities – this activity tries to take advantage of that both by the prospect
of a small future gift for participants (a postcard delivered to them) AND
their own tip turning into a gift for someone else.
See https://gamesforlibraries.blogspot.com/
for occasional posts from me about library teaching, play, playfulness,
workshops and other random bits and pieces. I’m bookable for workshops (online
or in person) and sometimes run open workshops too (I’ve just run a few introductory
Lego ones).
Andrew Walsh (a.p.walsh@hud.ac.uk
/ @PlayBrarian)