1. Paper chains and octopuses: an activities-based information skills session
This session was delivered to second year occupational
therapy students at Sheffield Hallam University. It used
activities to reintroduce them to search skills and Learning
Centre resources in an engaging and light-hearted way.
constructidentify
key resources guides and databases
The learning outcomes were that they should be able to:
access subject
"When teaching design starts from a foundation of
learning outcomes, it is easier to focus on how students
will apply what they learn….and to
incorporate active learning into courses and
sessions." SCONUL 2004
Tell me and I'll forget.
Show me and I'll remember.
Involve me and I'll understand.
CHINESE PROVERB
a search strategy
Introduction & Activity 1
Learners fill in cards with contact details and a
question they would like answered about Learning
Centre resources.
Activity 2: Bingo
In pairs, learners write down one example of a type of information
they could use for their next assignment in each of the four
squares of a bingo grid. The first to get a "full house" when the
teacher calls examples yells BINGO and wins a prize.
Sequence of activities
Activity 3: Library resources advent calendar Activity 4: Octopus Activity 5: Search strategy paper chain
Conclusion
Q&A (including those from Activity 1 if time).
Feedback
References
LORENZEN, M. (2001). Active learning and library instruction. Illinois libraries, 83 (2), 19-24.A
PETTY, G. (2004). Active learning works. [online]. Last accessed 22 February 2013 at: http://www.geoffpetty.com/activelearning.html
SCONUL (2004). Learning outcomes and information literacy. [online]. Last accessed 16 January 2013 at: http://www.sconul.ac.uk/
WALSH, A. and INALA, P. (2010). Active learning techniques for librarians: practical examples. Oxford, Chandos.
Introduction & Activity 1
Learners fill in cards with contact details and a
question they would like answered about Learning
Centre resources.
Activity 2: Bingo
In pairs, learners write down one example of a type of information
they could use for their next assignment in each of the four
squares of a bingo grid. The first to get a "full house" when the
teacher calls examples yells BINGO and wins a prize.
Conclusion
Q&A (including those from Activity 1 if time).
Feedback (learners filled in forms)
Learners work in small groups to access and explore the
Sheffield Hallam Library Gateway, then place descriptive
stickers behind the cut-out doors on a paper facsimile ,
decorate it with glitter pens and stick stars on the
resources they will find most useful for their assignment.
Next they access information about the databases in the
Occupational Therapy subject guide on the Library Gateway,
then read the descriptions on the octopus' tentacles and write
the names of the databases on the correct flags.
Alzheimers
OR
Alzheimer's Disease
AND
elderly
OR
Aged
Using the thesaurus headings in an appropriate
database, learners create chains from coloured
paper strips representing a search strategy for
the topic:
ALZHEIMERS AND THE ELDERLY
Completed chains should contain at least:
2 concepts
1 keyword + 1 database heading per concept
2 ORs joining keyword and database heading
1 AND joining 2 concepts, e.g.
Useful resources
EASTWOOD, L. et al. (2009). A toolkit for creative
teaching in post-compulsory education.
Maidenhead, Open University Press.
GINNIS, P. (2002). The teacher's toolkit.
Carmarthen, Crown House.
WALSH, A. and INALA, P. (2010). Active learning
techniques for librarians: practical examples.
Oxford, Chandos.
For a Bingo game example & instructions please go to
http://humbox.ac.uk/ and search for "French
Revolution Bingo".
Interactivity in library sessions can help:
 learners practice and retain new skills
 librarians assess learning and give on-the-
spot feedback
 make learning fun!
WALSH AND INALA (2010)
Feedback
14/22 learners said they liked the activities.
Feedback included comments such as:
"[Keep doing] the activities because it makes it
more interesting and fun"
"Keep it fun and interactive"
"Fantastic, practical session"