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
94 - Treasure hunt
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
This is a variation on an induction activity. Set the learners a series of tasks that take them around the library, answering questions that lead them to a prize (the treasure). In doing so they should visit key areas and/or find out about services. The tasks could be a quiz/crossword, the answers to which lead up to one location containing the treasure (but be careful that these are not too dull!) or they could be in the form of actual tasks. The latter could be the construction of a map from clues or the creation of a model using materials hidden at particular locations around the building.
Make sure that you:
• Time the hunt well – you should not make it so easy that some will finish well ahead of time, or so hard that no one wins.
• Hide the treasure well – hunters should not be able to find it by accident.
• Have multiple start points that lead to the same goal – everyone starting at the same point will lead to chaos.
• Prepare answer sheets.
This activity can be surprisingly motivating for learners. A bit of competition will be both unexpected and engaging for most learners expecting a dull library session.
✓ BEST FOR
• younger learners.
+ MORE
• The treasure could be a prize for the first completed set of correct answers rather than an object.
• Put the treasure hunt online, perhaps using Second Life (http://secondlife.com) or similar virtual environments. If you are designing your own virtual world then you should take care that it looks and feels professional as learners expect high quality from online experiences.
:WATCH OUT
• Be careful about extreme competitiveness or disengagement by shy individuals if you have set up teams. Do not use the treasure hunt as an opportunity to relax – engage with the groups as they ‘play’ and moderate or encourage as required.
• Think about whether there will be any disruption to other parts of your service – a treasure hunt across a silent study area in revision time would be problematic!
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 241 - 242Publisher: FacetPrint publication year: 2011