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
67 - Fear cards
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
Give all participants a small card or piece of paper and ask them to write down the thing that they fear most about finding information, referencing or whatever you are teaching. Collect the cards, collate, and address in the session.
This can give you valuable insight into what the learners already know (their fears will stem from this) and also what you should prioritize. There is little point in ploughing ahead with your session if the learners are blocked by something that you may not have planned to cover.
This approach is a less challenging way of eliciting honest responses from participants who might not want to share their concerns out loud with their peers.
✓ BEST FOR
• anyone
• tailoring sessions to group needs.
+ MORE
• Fear cards could be used in pairs or small groups, starting as the basis for a discussion. For more confident groups you could ask them to brainstorm their fears.
• This could also work as a pre-session audit, asking for the same information via a VLE, e-mail survey, or sudents’ tutors. This approach also gives you the option of responding individually to the learners after the session via e-mail or the VLE.
: WATCH OUT
• There are two risks with this approach. The first is that participants give silly or flippant responses. Secondly, you could also open up topics that will hijack your session – these might be personal or institutional issues – over which you have no control. In the latter case, you would need to acknowledge these, but explain clearly that the scope of your session means these issues cannot be addressed.
• Using fear cards at the start of a session requires confidence to deal with the unexpected and the ability to adapt to the respondents’ fears – there is no point in using the activity if the information is not used. If you do not feel up to this, then collect in the cards (or gather your information) prior to the session. This allows you time to prepare and adapt your session.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 180 - 181Publisher: FacetPrint publication year: 2011