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
74 - Interviewing
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
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.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 194 - 195Publisher: FacetPrint publication year: 2011