And now for something completely different … theatrical techniques for library instruction

Antonelli, Monika; Kempe, J; Sidberry, Greg

doi:10.1016/s0734-3310(00)00045-8

Cited by 13 publications

(8 citation statements)

References 6 publications

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“…Antonelli et al mention costumes in their article on using theatrical techniques to engage students during library instruction sessions. “Put on a Sherlock Holmes hat, and then add a magnifying glass and you can portray a library sleuth hot on the trail of a good research paper” is one example of costuming that they provide [40]. Given the right context, health sciences librarians can choose costumes that call to mind recognizable medical figures from history or pop culture.…”

Section: Resultsmentioning

confidence: 99%

“…Both Antonelli et al [40] and Arnsan [8] suggest using props to catch students by surprise and quickly infuse a library instruction session with humor. “Punny” props that somehow relate to and will later remind students of a topic, concept, or tool discussed during the session are ideal.…”

Section: Resultsmentioning

confidence: 99%

“…They are tools and should relate directly to the subject matter [4]. Nevertheless, both Antonelli et al [40] and Arnsan [8] reference rubber chickens, a classic comedy prop with no obvious information literacy tie-in. Arnsan takes his use of props a bit further.…”

Section: Resultsmentioning

confidence: 99%

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Humor in library instruction: a narrative review with implications for the health sciences

Azadbakht

2019

jmla

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Objective: The review sought to gain a better understanding of humor’s use and impact as a teaching and learning strategy in academic library and health sciences instruction and to determine if the most common techniques across both disciplines can be adapted to increase engagement in medical libraries’ information literacy efforts.Methods: This narrative review involved retrieving citations from several subject databases, including Library, Information Science & Technology Abstracts; Information Science & Technology Abstracts; Library & Information Science Source; PubMed; and CINAHL. The author limited her review to those publications that explicitly addressed the use of humor in relation to some form of academic library or health sciences instruction. Studies examining use of humor in patient education were excluded.Results: Scholars and practitioners have consistently written about humor as an instructional strategy from the 1980s onward, in both the library literature and health sciences literature. These authors have focused on instructors’ attitudes, benefits to students, anecdotes, and best practices summaries. Overall, both librarians and health sciences educators have a positive opinion of humor, and many instructors make use of it in their classrooms, though caution and careful planning is advised.Conclusions: Commonalities between the library and information science literature and health sciences literature provide a cohesive set of best practices and strategies for successfully incorporating comedy into library instruction sessions. Health sciences librarians can adapt several of the most commonly used types of instructional humor (e.g., silly examples, cartoons, storytelling, etc.) to their own contexts with minimal risk.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Humor in library instruction: a narrative review with implications for the health sciences

Azadbakht

2019

jmla

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“…In addition, by featuring the mascot as opposed to a librarian or student in the videos, the library could introduce an element of engagement and humor to digital instruction; “humor works extremely well as an attention‐getting device, and when humor is closely tied to an instructional point, its value is compounded” (Antonelli et al , 2000 ). Finally, the authors hoped to ride the tidal wave of school spirit that would reach new heights after the Idaho Vandals won the Humanitarian Bowl in December of 2009.…”

Section: Methodology: Creation Of the Moviesmentioning

confidence: 99%

A school mascot walks into the library: tapping school spirit for library instruction videos

Henrich

Prorak

2010

Reference Services Review

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PurposeThis paper aims to describe the University of Idaho Library's efforts to develop instructional videos starring the school mascot, Joe Vandal, and integrate these videos across the curriculum using the university's course management system. Video development, implementation in library instruction courses, and student and faculty assessment are discussed.Design/methodology/approachThe video creation process is described thoroughly, with an eye towards best practices, for those libraries that may wish to develop their own videos. Applications for implementation outside library instruction are also discussed.FindingsAlthough costly, professional‐quality videos are an engaging and effective way to reach students. Students at the University of Idaho found the library's instructional videos, starring the school mascot, to be entertaining, informative, and easy to understand.Research limitations/implicationsThe longitudinal effect of the videos on information literacy instruction has yet to be determined. Future research should study the efficacy of the videos by evaluating the book‐finding ability of control groups of students who have viewed the video and those who have not.Practical implicationsThe increasing ubiquity of film‐making software and of video‐hosting sites makes video a more attractive vehicle for information literacy concepts than ever before. Instructional videos are especially relevant when used by those libraries which wish to integrate materials into a course management system.Originality/valueAlthough using video for library instruction is not a new concept, creating instructional videos starring the school mascot in the role of the information‐seeker is unique.

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“…The pickings are slimmer, however, for those who restrict their search to publications about acting techniques in instructions written by and for librarians. Antonelli et al (2000) outline a number of practical suggestions (such as voice, movement, costume and props) for librarians looking to enliven their presentations. Franco and Cauilan (2012) examine the effectiveness of incorporating theatrical techniques as well as games into a library instruction session.…”

Section: Finding Our Rolementioning

confidence: 99%

Stages of instruction: theatre, pedagogy and information literacy

Furay

2014

Reference Services Review

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Purpose – The purpose of this article is to offer a new perspective on library instruction by examining its relationship with various aspects of theatrical performance. Design/methodology/approach – The author uses personal observations as inspiration to examine what has been written in scholarly literature about various theatrical practices in instruction, applying the conversation to the library instruction context. Additionally, research from business and professional literature is also incorporated into the discussion. This literature review focuses on three general areas. First, a review on how to use tools and perspectives from the theater to help librarians prepare their lessons; second, an examination of the librarian as performer; and third, a discussion on how theater might help librarians deal with repetition and burnout. Findings – The literature on this subject has been extensive and includes an all-encompassing range of practical suggestions, research findings and theoretical analyses. Research limitations/implications – This article looks at this subject through the lens of scholarly literature. Empirical research on this topic is still needed. Practical implications – The author presents a number of theatrical practices librarians might consider incorporating into their instruction sessions. Originality/value – Much has been written about the connection between teaching and theatrical performance, but seldom from a librarian’s point of view. This article is of value to librarians looking to develop a memorable one-shot instruction session and those looking to examine the connection between teaching and performance.

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And now for something completely different … theatrical techniques for library instruction

Cited by 13 publications

References 6 publications

Humor in library instruction: a narrative review with implications for the health sciences

Humor in library instruction: a narrative review with implications for the health sciences

A school mascot walks into the library: tapping school spirit for library instruction videos

Stages of instruction: theatre, pedagogy and information literacy

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