Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
60 - Case studies
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Case studies are both a useful teaching tool and an assessment method. They place knowledge in context and this can be particularly effective when dealing with vocational learners or staff development.
Creating case studies can be time-consuming but they will repay the effort if done well. Think of scenarios that will resonate with learners and tell a story. For a case study to work properly it will need to include options – paths that the reader could take to reach an appropriate goal. You will need to end with questions like: ‘What should x do?’ or: ‘What would happen if…?’ This should spark discussion in class or online and/or provide an opportunity for a piece of assessed work.
Examples that could be worked up into case studies might include:
• Strategies for finding information for particular purposes – anything from a dissertation to getting legal advice.
• A discussion of what information literacy actually means – useful to get learners to understand their own skills and, more usefully, their skills gaps.
• The effective teaching of information skills to others – teaching others, or in this case planning the teaching of others, is a really effective way of learning.
✓ BEST FOR
• staff development
• vocational students
• students who use case studies in other contexts (such as business).
+ MORE
• One alternative strategy would be to ask your learners to construct a case study from a number of facts. This could illustrate how information is used in the workplace or demonstrate the consequences of an action. This could involve the whole class rather than just individuals or small groups and could be managed via a wiki or similar online tool (such as Google Docs, https://docs.google.com).
• Use the Critical Incident Technique (CIT). CIT uses real-life experience as the basis for learning. More specifically, it involves looking at a significant (or ‘critical’) experience and exploring this in more detail to identify lessons to be learned. CIT is often used in a strategic context to identify ‘critical’ incidents, but when used in a teaching context it can provide an effective starting point for the discussion of a case study. You can ask your learners to think of an example of a critical incident, or provide an example of your own.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 162 - 164Publisher: FacetPrint publication year: 2011