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Engaging students during one-shot library instruction sessions requires both creativity and effort. Even when the session is designed for a particular assignment, students’ information needs may not be immediate enough to inspire active participation in class activities. Multiple studies have demonstrated that active learning increases students’ understanding and retention of information, and there is a great deal of literature on the implementation and effectiveness of specific techniques. Much of the recent literature, especially related to library instruction, has focused on technology (e.g. audience response systems, social media, interactive whiteboards, and multimedia presentations) as the primary vehicle for active learning initiatives. The essential ingredients of active learning, however, are low-tech and free: a collaborative attitude, an accepting and encouraging atmosphere, and acknowledgement of epistemological and procedural diversity. In order to engage students in active learning, I designed an experimental framework for my instruction sessions: a set of information literacy cards that resemble traditional playing cards and require the students to interact with the material (and each other).
Copyright © 2013 Melissa Clark
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Information Literacy | Library and Information Science
Clark, Melissa, "Playing Cards for Information Literacy: An Active Learning Experiment" (2013). Library Conference Presentations and Posters. 6.