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
54 - Bibliographies
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
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).
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 148 - 151Publisher: FacetPrint publication year: 2011