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Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation
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Chris Powis, Isn't it all on the Web anyway? Teaching Information Skills to the Google Generation

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Transcript

  • 1. School Libraries: Leading Learning School Library Association
    • ‘ Isn’t it all on the Web anyway?’ Teaching information skills to the Google generation
    • Chris Powis
    • University of Northampton
    • June 2008
  • 2. The Changing Student Body
    • ‘ Intellectually lazy’ or just strategic learners?
      • ‘ horizontal’ searching behaviours
    • Digitally savvy?
    • High expectations of IT
    • Want to interact not accept passively
    • Value for money
    • Perception of libraries
      • Anti-intermediary, anti-expert
  • 3. Shouting into the wind ….
    • Power of the reading list
    • Major influences on student choice are teachers and friends - not us
    • Importance layout/length in choice
    • Most have good search skills - evaluation is what they need
    • No use of traditional ‘library’ tools
    • Backed by CIBER Report – Information behaviour of the researcher of the future. CIBER, 2008
    • But there is hope …
  • 4. Expectations
    • Almost certainly low?
    • Passive
    • Boring
    • Spoon fed
  • 5. The Librarian as teacher
    • Identity
    • Visibility
    • Collaboration
  • 6. Identity
    • Do we believe that we are teachers
    • Are we trained as teachers?
    • How are we involved in the learning process?
    • How ‘professional’ are we about this role?
  • 7. Visibility
    • Status
    • Power
    • Expertise
    • Reputation
    • Control (esp. timing and location)
    • Gender/age/race
  • 8. Collaboration
    • Develop a teaching team approach
      • Collaborate
      • Engage
      • Reflect
  • 9. Start with the learner
    • Audit their needs and expectations
      • Ask them
      • Discuss with stakeholders
        • Academics
        • Techies (IT and/or media)
      • Triangulate
  • 10. Planning
    • Be aware of your own style
    • Be inclusive (gender, culture, add. Needs)
    • Variation is the key
  • 11. Once you’ve got them …
    • Conversation
    • Innovation
    • Variety
    • Active
    • Challenging
  • 12. Once you’ve got them ….
    • Provide a rationale
    • Build on early success
    • Give feedback/assess
    • Use the group
    • Manage crises
  • 13. Once you’ve got them …
      • Relevant and interesting
        • To the subject but also the student
        • “ librarians love to search, everybody else likes to find” (Eric Lease Morgan, Notre Dame Univ.)
      • Performance
        • Whether you like it or not
        • Spontaneity or planned
        • Be careful of novelty value – entertainment entertains which isn’t necessarily the same as learning
  • 14. Professional identity?
    • We are teachers!
    • We are not only teachers!
    • Integrate scholarship
    • Develop yourself
    • Engage in the debate
    • Reflect
  • 15. Contacts
    • [email_address]
    • 01604 892229

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