Handouts
I feel that with library instruction handouts only provide possible ideas of resources for students to use. However, I really try to encourage them to realize that all of the information they need to do successful research is available via the library's website 24/7! We have research guides, databases, how to study, how to do research papers, how to cite a paper. Then, of course, I encourage students to ask questions. There isn't a STUPID question! Librarians can assist students in cutting research time down and becoming more successful.
Handouts work the best. They save a lot of time if is put togather right.
Hi June,
I agree with the use of handouts as well. I can target content I want the students know about that is current and I can reduce the volume of content down to a 2-3 page handout of essential information. The students as you already know really appreciate this.
Gary
I agree when students are given handouts this helps them to get a better understanding of how different types of information is out there for them to research and find on there own to make the class more exciting and challenging for them.
Hello Virginia,
I agee with you that handouts can be either good or bad. I've encountered a class situation in which the students relied solely on the handout material and failed to read the text information.
Therefore, we as instructors have to be clear with our students and reinforce that the handouts do not take the place of text content they are responsible for reading.
There is no better way to prove your point than to have more than one source to back your point. Teaching them to search out more than one source of information is a great way to learn how to make a convincing argument.
Hi Kelly,
You might have some kind of reward for pulling the syllabus off line and reading it as the class starts. Then you can refer to it as needed.
Another thing you can do is have them write their questions down on a card and tell them that you will answer them at the next class meeting. If they want the information before then they will look it up themselves. I have had them set an appointment with me outside of class to get their questions answered. Generally they don't want to take the time to do this so they look it up for themselves.
As instructors we need to be supportive but we should not enable the students to the point they don't put forth any effort on their own. So by having them do something rather than just taking class time to answer the same questions over and over you make them do something first, like the appointment, writing down of the question, etc. You will reduce the number of questions you have without in anyway hurting the dynamics of the class.
Gary
My school requires the students to obtain their own copy of the syllabi from the school's web page. I find most students do not take the time to print the syllabi. I show them how to access the syllabi the first week of class but they often still do not go to the syllabi when they have a question. They tend to waste class time by asking questions that are covered in the syllabi. Do you have any suggestions on how I can encourage them to view the syllabi to answer their question before asking me during class?
Hi Virginia,
Good point. Thanks for bringing it up. Instructors need to make clear exactly where the information and course content is coming from and where students can find it. This way they will look both at the handouts and the text as informational sources.
Gary
I feel that handouts can be both good and bad. Generally, I have used handouts to demonstrate or further explain my issue, however, I have found in some cases, some students think that the handout is the only thing they need to review. I think the instructor must be very clear about the intent of the handout and that it is not the only thing they need to read.
Virginia
I totally agree. In my class I provide students with handouts of the current topic but make sure to show them where my handouts are from. I try to collect my handouts from sources of research such as internet, computer program help sections, and various books I've read. I make an effort to enforce researching problems before asking questions. That way my students have a foundation for solving issues outside of class and build on their current knowledge. It's just as the old saying, "You can give a man a fish and feed him for a day, or teach a man to fish and feed him for a lifetime".
Hi Lora,
Great point. We don't and can't know the answers to all of the questions asked by students but we can help them find the resources to get those answers. The tutorial with the school librarian helped them to learn about resources that are there so they can find the answers and expand their knowledge base.
Gary
My class just did a "tutorial" with the school librarian. Included was demonstration on the computer resources, and all the various books, mags, etc, available to students and me too. The ability to find an answer is as important, or more, than having an answer off the top of your head, I think. It's okay, I believe, NOT to know an answer - but what is important is being able to say "I don't know" and then knowing how to find that answer - because we can't all know everything. The librarian was the main instrument or tool in providing critical access to answers.
