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5856 results in Facet Publishing

Page 215 of 293

  • 54 - Bibliographies

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 148-151

  • Summary

    Ask your learners to compile a bibliography: finding, identifying, listing and organizing material relevant to a topic or theme. This is a very effective way of developing many aspects of information literacy and in testing skills and knowledge. A bibliography assignment can be set at varying levels of complexity across all levels of education and it can be set as a standalone test or as part of a larger piece of assessment, for example, as a component in a literature review or essay assessment.

    Be clear on your parameters before you start the exercise and do not assume that learners will know what a bibliography is. A sample may be useful, especially if you want more than a simple list. Be clear on the referencing scheme that you require your learners to use and provide examples. If the piece is to be assessed summatively, provide clear assessment criteria, such as how many marks for selection of material, how many for referencing, and so on.

    ✓ BEST FOR

  • • Learners who will be required to produce bibliographies as part of their core work or, better still, as an element of other marked work. This can work very well in a context when your learners need to build on their knowledge of a particular subject, so a bibliography could be the starting point for an essay, literature review or research project.

  • • Testing communication and ICT skills through the compilation of the information and the quality of the referencing skills (or use of a relevant software package).

  • • Providing a very authentic way of assessing a range of information literacy skills, ranging from finding information to critical evaluation and presentation in a holistic way.

  • • Testing referencing skills in a ‘live’ situation.

    • + MORE

    You might want to try one of the following variations:

  • • Ask the learners to create a short reading (or resource) list for those new to the selected subject.

  • • Set an annotated bibliography on a topic (one you set or one of the learner's choice).

  • • Ask for a bibliography of a particular type of material, e.g. academic journals, to familiarize learners with the information source.

  • • Develop a wiki-based bibliography that the whole class contributes to and/or amends.

  • • Base tasks around the use of a reference management software program like RefWorks, EndNote or Zotero (www.refworks.com; www.endnote.com; www.zotero.org).

  • • Create collaborative bibliographies using CiteULike or Mendeley (www.citeulike.org; www.mendeley.com).

  • 86 - Questionnaires

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 222-223

  • Summary

    Questionnaires can be used in several different ways in your planning and evaluation. One way is as part of the audit process. You might wish to distribute a questionnaire to learners before you meet them to audit what they already know, gauge their interest and check their skill levels. They are also used to obtain feedback on programmes or sessions.

    When designing a questionnaire:

  • • Think about whether you want qualitative (descriptive) or quantitative (measurable) data – or indeed both. If quantitative, remember that there are dangers in a five-point scale. Learners might tend to neutrality – saying that it was OK – not great and not bad. Denying them the middle point in the scale seems mean, but at least you get a more decisive result.

  • • When using a quantitative scale for questions, ensure there is a balance of options – for example a scale of ‘Outstanding, Excellent, Very Good, Poor’ doesn't provide an option between Very Good and Poor.

  • • Qualitative data requires a box to complete. Online this can be expandable but on paper you are forced to have a finite space. Think carefully about whether you are asking too many questions or leaving too much blank space: both can intimidate!

  • • Only ask questions to which you want an answer. Few people enjoy filling questionnaires in and it is even more tedious analysing them (unless you have an optical mark reader or it can be done online). A few well targeted questions are better than a number of vaguely relevant ones.

  • • Ask learners to comment on the score they have given if you do use a quantitative scale. Receiving a poor score is useless – you will want to know what was wrong so that you can rectify it.

  • • Make the text attractive to read – ensure you use a good clear font and provide instructions on how to complete the form.

  • • If you have asked for self-assessment, e.g. ‘on a scale how experienced are you in —’ then try to find a way to check the score through subsidiary questions. Learners will often inflate or underestimate their experience and knowledge based on a perception of what the teacher wants or on what it might mean for the subsequent session if they answer in a particular way.

  • 74 - Interviewing

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 194-195

  • Summary

    Interviewing can be used as an activity to involve learners in researching a particular subject matter, as well as giving the opportunity to practice questioning and listening skills. The interviewing technique can be used as a method of simply sharing information or as a basis for discussion within a larger group.

    Interviewing can work well in a variety of contexts. It can be a very helpful approach in a simulation – where you are asking participants to weigh up evidence for a research task, such as a fictional trial of King Richard III. It can also work effectively with other groups of learners in quite different situations. For example, interviewing can work very well as a way of eliciting personal experiences of information literacy behaviours from a member of your group, or perhaps exploring an issue with an invited speaker.

    Interviewing activities could be elaborated to involve an element of role play, where learners are asked to research a part and then play a journalist or television interviewer. It can be fun to put historical characters into a modernday context, such as Henry VIII and his wives on a Jerry Springer-style show.

    ✓ BEST FOR

  • • developing listening and questioning skills

  • • social learning.

    • + MORE

  • • Interviewing could easily be altered to a courtroom setting, where learners play witnesses, defendants and prosecutors. This activity could potentially get complicated if played out as a ‘real’ trial, so asking the ‘witnesses’ and ‘defendants’ to give statements, and allowing the opportunity for questions, could simplify it. The whole group can act as a judge at the end, with an ensuing discussion. The trial could be used as a vehicle for testing accuracy of information and bias, and asking learners to make a decision on the information provided. You could even put information sources on trial, with learners defending and prosecuting, for example, Google or Wikipedia.

  • • When using interviewing as a method of practicing questioning and listening skills, learners can work in groups of three. One person interviews, one is the interviewee and the third person observes and provides feedback on techniques used.

  • 6 - Learning styles

  • from Planning
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 19-21

  • Summary

    Learning styles relate to the idea that individuals prefer to learn in different ways. The value, or even the existence, of learning styles is a deeply controversial subject. Many psychologists challenge the validity of much learning styles theory, arguing that an understanding of individual learning differences does not in fact lead to any significantly beneficial impact on learning. Equally, others argue that by understanding learning styles we can enhance the effectiveness of learning.

    There are many different learning styles theories, including Kolb's experiential learning model (Kolb, 1984) and adapted by Honey and Mumford (1982), and Fleming's VARK model (2001–10; detailed below). Learning styles theories are linked to discussions of personality and individual difference, including theories of multiple intelligence (having a musical intelligence, for example). Critics of learning styles theory suggest that there is limited evidence of their actual impact – see Revell (2005), Coffield (2004) and Hargreaves et al. (2005).

    In practice we suggest a gentle, pragmatic compromise. An awareness of learning styles and their application is a good way to direct your focus to the learner, and to develop your appreciation that people learn things in different ways. It is important not to make assumptions about your learners (such as ‘all art students are visual learners’), or explicitly categorize learners based on your knowledge of them (labelling them).

    Be prepared for different learning styles by creating a variety of routes into your teaching – this can be as simple as some verbal input from you, a written handout or reading list, diagrammatic explanations of concepts and some activity-based learning. Including a variety of activities that cater to different learning styles will also reduce the potential for learners to become lost, distracted or bored.

    The two dominant expressions of learning styles are those by Kolb and VARK. It is not the purpose of this book to go into detail (see the references for a more extensive discussion) but they do share some key elements:

    • Kolb describes for four types of learner: those that prefer reflection, activity, practical outcomes or theory. You can then apply a range of learning and teaching interventions to best match this variety.

    • VARK has four (different) types of learner:

  • — Visual learners prefer graphics, mind maps, posters and pictures.

  • — Auditory learners prefer using podcasts, listening games, group work and discussion.

  • 85 - Pub quizzes

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 220-221

  • Summary

    This is based on the type of quiz commonly held in UK pubs, which uses common question formats for different rounds of the quiz. This is a useful way to inject some competition into a group session. It is particularly good at making a dry subject like referencing more interesting.

    Break a larger group into teams – let the groups self-select their teams or choose them yourself. Try and arrange each team at a separate table. Ask each team to come up with a suitable team name and explain that you will be asking them questions in a series of rounds. You could include the notion of a joker round, counting double. Provide answer sheets and ask teams to swap answer sheets for marking at the end of each round. Use sweets or similar incentives for the winners of each round and/or the overall contest.

    Run through the quiz – typical pub quiz rounds include identifying pictures or sounds, so see if you can work these in. For example, for a referencing pub quiz you could have rounds on referencing books, journals, websites, etc. The picture round could be a simple missing word on the screen or the referencing of a picture. The sound (music) round could be to fill in the missing words on a sound file – give your quiz invention free reign.

    ✓ BEST FOR

  • • large groups

  • • referencing or other dry topics.

    • + MORE

  • • Try running this within a VLE or online – teams could play against one another in real time or play the machine by using time-released answers.

    • : WATCH OUT

  • • Be sure to get your timing right with the rounds – allow discussion and marking time as well as time for deciding on the team names. This nearly always takes longer than you expect.

  • • Pub quizzes are common in the UK but might not be understood in some cultures. Call it whatever you want, as the concept is not exclusive to a pub environment!

  • F

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 143-152

  • Summary

    FILMS, DOCUMENTARIES AND MOVING IMAGES

    Typical questions

  • • I want to find examples of Latin American soap operas.

  • • Can I use this YouTube clip in my course?

  • • Are any of the 1980s public information films about AIDS online?

    • Points to consider

  • • The internet has revolutionized access to film. However, many materials appear and disappear rapidly and their origins and copyright status may be uncertain.

  • • Most students have used YouTube, www.youtube.com. This section aims to offer a wider range of starting-points for academic research. It should also be used in conjunction with the Copyright section!

    • Where to look

    Key organizations

    Use these to get advice on finding and using films for educational purposes.

    BFI British Film Institute

    www.bfi.org.uk/filmtvinfo/researchers

    Promotes knowledge and appreciation of film. Its website offers an extensive annotated directory of film links. You can also search the catalogue of its library and archives. Note that in most cases access to materials will be offered on site only.

    JISC Digital Media

    www.jiscdigitalmedia.ac.uk

    Provides advice, guidance and training to the UK further and higher education community on still and moving images. Website has copyright guides and tips on tracing moving images on the internet.

    Search engines

  • • Most general internet search engines claim to find films. However, unfortunately not all materials are archived online. If an item cannot be traced, try to find out the date of transmission and the station/publisher and contact it directly. If the item is a webcast of an event try searching the website of the hosting body because it may have an institutional archive.

  • • Note that if references to items are found in other library catalogues, the items may not be available to visitors for viewing or interlibrary loan. Always check.

    • Blinkx

    www.blinkx.com

    Recommended video search engine. Find all genres of TV and film online. Covers both academic and many non-academic resources worldwide.

    Google video

    video.google.co.uk

    Use the advanced search feature to search for films by length. You can also restrict your search to a specific domain, e.g. YouTube.

    Good general websites

    These can be useful for tracing educational lectures and documentaries.

    FORA.tv

    fora.tv

    Founded by Brian Gruber. Aims to provide an online forum for free access to lectures, webcasts and video films from independent producers, nonprofit institutions and universities. Current partners include the Heritage Foundation, Chatham House, Cato Institution, the Brookings Institution.

  • 93 - Technology-enhanced learning (TEL)

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 236-240

  • Summary

    Technology-enhanced learning (TEL) is the practice of using technology to extend the scope of your teaching. It should be an essential part of your teaching repertoire. TEL may be based within a VLE like Moodle or Blackboard, using the functions provided, or it may utilize a range of different technologies and platforms. TEL is a development from older terms such as online learning, e-learning or computer-assisted learning.

    TEL has evident advantages in creating interactive and engaging learning and teaching environments for distance learners. It can be used in all kinds of learning and teaching opportunities, complementing and extending face-toface delivery by providing access to more material, enabling interactivity and creating collaborative virtual spaces. Good TEL broadens the scope of your work, and can be used in classroom environments as well as the more customary remote, asynchronous learning events.

    Allow plenty of time to design and plan your learning materials. It will be just as time-consuming and labour-intensive as preparing for face-to-face teaching and should be approached with the same underlying principles in mind: auditing your learners, having flexible plans with clear aims and learning outcomes, delivering interesting and innovative teaching inputs and activities, designing appropriate assessments and gathering feedback to enhance reflection. What will be different from face-to-face teaching are the ways that you will design your teaching/information inputs and the range of opportunities available for assessment and interaction.

    Salmon (2004, 26) describes a five-stage model of teaching and learning online. This is a very helpful starting point when planning TEL as it suggests what you need to do to get it to work properly. The stages are:

    1 Access and motivation through welcoming and encouraging participants, ensuring everyone can log on, etc.

    2 Online socialization by creating a learning community, getting participants to send and receive messages.

    3 Information exchange through facilitating tasks and supporting the use of learning materials.

    4 Knowledge construction through discussion and debate and the completion of individual and group activities.

    5 Development by providing links outside the immediate learning environment and supporting independent learning.

    Try using this five-stage model to assess how effectively you have planned your TEL.

    ✓ BEST FOR

  • • distance learners

  • • learners who have easy access to technology

  • • computer labs.

  • 71 - Guided tours

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 188-189

  • Summary

    A guided tour can be the most effective way of introducing your library or information service to a new user. It can also be mind-numbingly boring and pointless, reinforcing all the negative stereotypes of librarians. Plan it carefully!

    Good guided tours enable the learners to understand how and why to use a library and information service, and most importantly, the tour will help them to visualize how they will do this for themselves. Try to start from the standpoint of the learner, and find out a little bit about them. Have they ever used this library before? Have they been into the building on a campus tour (in the case of students)? What is their programme of study? Have they used libraries much?

    It can be helpful to see the guided tour as a story about how your learners will encounter the service. Remember that the mechanics of how to find and borrow a book, log on to computers, and print or photocopy will be important to them, especially as many of the procedures will be specific to your own library. The users will also want to get a sense of where their resources are and how the different kinds of space are used. Libraries are often overwhelming places to new users, and you need to break down your learners’ barriers and help them make the most of the services and resources available.

    If possible, find ways of making the session interactive. Take a library card so you can demonstrate how to borrow a book, get members of the group to search the library catalogue, and set someone a task to find a book on the shelf.

    Think very carefully about the tone you adopt and the language you use. Library jargon should always be explained if its use is unavoidable. Use clear and simple sentences, and try to personalize it if appropriate. Do not avoid the difficult questions – ‘Yes, you will need to buy some books’ – but focus always on the positive. Remember, libraries are focal points for learning, and they change lives and opportunities. You are an advocate for the wonder of all libraries.

  • G

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 153-163

  • Summary

    GEOGRAPHY

    Typical questions

  • • Where can I find recent research on the impact of hurricane Katrina?

  • • I need to get GIS data for Sri Lanka.

  • • Where can I find out what causes a tsunami?

    • Points to consider

  • • The subject area of geography can be wide ranging. Students of physical geography may need access to Maps; or information about the Environment; while those focusing on human geography may find the coverage of human societies in the Sociology section relevant. Materials relating to Development Studies may be useful for those studying the human geography of developing nations.

  • • An increasing demand is for geospatial data. This can also be called geographical information systems or GIS, and commonly refers to software that combines features of cartography and other databases to overlay reference information (such as number of people living in a specific location, or the extent of soil erosion in an area) on computer-generated maps.

    • Where to look

    Key organizations

    Use these to find information on the main scholarly journals and conferences. They also contain careers advice for students.

    UK

    British Geological Survey

    www.bgs.ac.uk

    UK's national centre for earth science information. Coverage includes geology, climate change and natural hazards.

    Geographical Association

    www.geography.org.uk

    Specialist organization for UK teachers. Free access to hundreds of resources for primary and secondary classes. These include suggested lesson plans and links to recommended websites, many covering topical news stories.

    Royal Geographical Society (RGS)

    www.rgs.org

    Established in 1830, the main professional organization for the UK. Website has detailed information on where to study Geography, and news about research grants. Its Unlocking the Archives section, www.unlockingthearchives.rgs.org, provides free access to historic images/ documents and associated lesson plans for schools. Topics covered include the race to the South Pole. Other features of the site include a commercial picture library with access to photographs and prints of travel and exploration.

    International

    Association of American Geographers

    www.aag.org

    Main US body. Website includes information on cutting-edge projects which it has supported.

    HERODOT – Network for Geography in Higher Education

    www.herodot.net

    Seeks to improve the quality of Geography teaching and learning in higher education in Europe. Website is a good starting-point for locating training, forthcoming conferences and links to innovative teaching and learning projects.

    International Geographical Union (IGU)

    igu-online.org

    International organization of geographers. Website has a directory of links to national bodies and university departments worldwide.

  • 23 - Feedback to learners

  • from Delivery
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 69-71

  • Summary

    Giving feedback on your learners’ performance or development is a fundamental part of the teaching process. All learners need to know how they are progressing, even if all you do is provide a few positive comments in a workshop or a suggestion that they try a different way of approaching a problem.

    You will need to provide formal feedback for summative assessment, but you should always make some attempt to give developmental and positive feedback on how learners are achieving the learning outcomes.

    Feedback need not be done formally (it is always associated with the comments sheet attached to the returned piece of work or the scrawled comments on the essay), but you should follow some fundamental principles:

  • • Publish the learning outcomes – this is good practice, anyway. Tell the learners what they will be able to do at the end of the learning event, and the assessment criteria (if it is a piece of formal assessment) and give feedback based on them. For example, if you say that at the end of the workshop your learners will be able to find and evaluate sources on something, then your feedback should be about how far they have achieved that.

  • • Be specific, and tell the learners exactly what they have done well (so they can replicate it) or what they need to do to improve. ‘Well done’ is nice to hear, but: ‘Well done, your keywords for that search were very good’ identifies what they were doing right.

  • • Include ways to improve. All feedback should ideally be developmental, so if something has not gone quite right then provide your comments in terms that will help the learner to improve. ‘You'll need better keywords next time’ should really be: ‘Think about ways that that concept could be expressed differently’. You should give illustrative examples.

  • • Encourage peer support. In most groups there will be different levels of ability and understanding. Some of the most effective feedback comes from friends and colleagues as they help one another, particularly during practical tasks. Encourage this by setting up pair or small group work.

  • • Encourage critical reflection. Give learners time to digest and process your comments. This can be by setting up another task to reinforce the learning encouraged by your feedback or it could be by following up immediate comments later, perhaps by e-mail or through a virtual learning environment.

  • 77 - Mind maps

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 200-202

  • Summary

    A mind map is a visual, non-linear method of noting information. Mind maps usually follow a tree-like structure, with branches coming off a central topic. There is no set way to mind map – it can be as creative as the individual learner prefers, using colours, symbols and images if so desired (see examples 77.1 and 77.2). Tony Buzan, often cited as the inventor of mind maps, recommends making your mind map as colourful and visually appealing as possible, even preferring curved lines to straight, in order to stimulate the brain. Mind maps can be used to help learners visualize search problems and think through the search process, identifying concepts and keywords. Mind maps have been shown to improve students’ searching, with students making the link between the mind map and the search process (Webber, 2002).

    A concept map is similar to a mind map, but in addition contains lines that show the relationships between the concepts displayed within the map. This can be used to help plan search strategies, indicating how different concepts should be connected (AND, OR, NOT).

    There are many computer programs (e.g. MindGenius, www. mindgenius. com; iMind map, www.thinkbuzan.com) and websites (e.g. bubbl.us, http://bubbl.us; Mindomo, www.mindomo.com) that will help you create mind maps. However, pen and paper is often the most preferred method!

    Provide each learner with a large blank piece of paper and some coloured marker pens. Ask your learners to create a mind map of the topic they wish to research. The main subject should be placed in the centre of the paper. Subtopics are the ‘branches’. Ask them to note any information they like. Encourage the use of colours and images – learners should make this map their own.

    Once learners have completed their maps, explain how this can then be used to select keywords, identify search concepts and combine keywords. For example, ask learners to link which words should be combined with AND/OR and which words they might want to exclude using NOT. Ask students to mark which words they used in their searches. The mind map can then be used as a reference for learners to return to when researching the topic.

  • T

  • Heather Dawson
  • Book:
    Know it All, Find it Fast for Academic Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 352-366

  • Summary

    THESES AND DISSERTATIONS

    Typical questions

  • • Where can I get a list of recent theses on management theory?

  • • I want to look at a copy of this thesis. How can I get it?

  • • Are there any websites where I can download examples of PhD theses?

    • Points to consider

  • • Masters dissertations are not usually held in academic libraries. They may be available in the relevant academic department of the university, either in print or on the website.

  • • Increasing numbers of countries are now digitizing PhD theses and placing them on open access online. Examples of these are included below. However, many websites are not yet comprehensive. Check which universities and dates are covered.

  • • Individual universities may also have examples of PhD theses from their alumni. Again, check years of coverage.

  • • The sources below are recommended. Another good source of advice is your local interlibrary loans/interlending department.

    • Where to look

    UK

    EthOS

    ethos.bl.uk

    Working to build a centralized store of digitized theses from UK higher education institutions. Users can register free of charge and download increasing numbers of full-text PhD dissertations covering all subject areas. Abstracts are available for other items which can then be digitized on demand. This is a fee-based service and users should refer to their local interlibrary loans department for advice before use. Note that at the present time the site does not maintain a comprehensive historical listing of all UK PhDs. Also, some universities are not participating in the project. Further details on coverage are given on the website. Students requiring a comprehensive literature search should refer to Index to Theses.

    Index to Theses (subscription required)

    www.theses.com

    Catalogue of all theses accepted for higher degrees by higher education institutions in Great Britain and Ireland from 1715 onwards. Includes abstracts and links to items available in full text on EthOS and a number of UK university websites.

    International

    Australasian Digital Theses

    adt.caul.edu.au

    Free access to thousands of titles from Australian and New Zealand universities. Mainly 1990s onwards. Covers all subject areas.

    DART-Europe E-theses Portal (DEEP)

    www.dart-europe.eu

    This service (which is currently under development) allows you to search for the full texts of research theses from a growing number of European countries. Note that it does not include all European universities.

  • 100 - Wikis

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 253-254

  • Summary

    Wikis are online collaborative tools that are relatively easy to set up (they often come as part of a VLE) and can be useful in both the preparation of your teaching and as a teaching tool.

    Wikis work by allowing you to type documents that can then be searched for and edited by others – Wikipedia is an obvious example of a dynamic and evolving wiki. The key to using them is to be accepting that your finely crafted prose may be edited in a way that you do not necessarily like – the resultant document will be an example of the ‘wisdom of crowds’. This can be liberating but it can also be distressing at first.

    Wikis can be used in teaching to aid planning or preparation. Put your plans or ideas into a wiki and ask colleagues to add comments or make changes. You may be able to use them to audit your users if they have access to a wiki before your session. Post a topic and ask for your learners to describe what they want and need to know on it – this might be different for individuals but you should see the learners come to some sort of consensus.

    ✓ BEST FOR

  • • continuing assessment

  • • instant feedback.

    • + MORE

    As a teaching tool, wikis can be used by learners – a whole group or smaller groups as you can set up distinct editing privileges for particular pages – to construct their work. Examples include:

  • • Giving learners a series of topics to research and then see their entries grow organically as they research and add to the wiki page.

  • • Set up a wiki for learners to build up a set of tips for and/or evaluation of databases or resources.

  • • Make a wiki available throughout your session for learners to add key things that they have learned as the session goes on.

    • : WATCH OUT

  • • Learners will often be reluctant to add to something if they think that it might be changed. They can also be reluctant to be the first to post something, so seeding your wiki with initial comments is often a good idea. Wikis can be disorienting as learners see their input disappear, so prepare them for this. Most will have used Wikipedia but very few will have added anything in this sort of environment so a good induction is essential.

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