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
57 - Building blocks
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 tip is an interactive method of teaching learners how to create search queries. Instead of working on paper or a computer, learners use cards as ‘building blocks’ to construct their queries. This activity would normally follow on from an explanation of different search techniques and be used to consolidate and test understanding.
Start by preparing a sample search that demonstrates the strategies you wish to teach. Write the keywords and search operators on cards or sheets of paper – operators may include AND, OR, NOT for traditional Boolean searching, or you may wish to use search-engine syntax such as the plus and minus signs. Make duplicate cards of search operators in case they need to be used more than once. Break your search down into simple steps, for example, starting with a simple query, such as connecting two keywords using ‘AND’ and build the query step by step. Give the cards out to learners and ask them to arrange the cards into a query that matches what you have asked for. Using cards enables elements of the search to be rearranged easily.
This is a very flexible and interactive technique, which can be used on desks/tables or in a more active way on flipcharts and walls. Getting learners on their feet and moving around energizes a session and encourages group discussion. The exercise can be adapted easily to be used with groups of varying numbers and for learners of different levels.
✓ BEST FOR
• energizing group sessions
• use with varying numbers and learners of different levels.
+ MORE
• Use small cards or post-it notes on a table for small groups, pairs or individual activities. Give feedback to each individual/group. Alternatively, ask learners to stick their cards on flip-chart paper on the wall and ask the rest of the group to give feedback before giving your own feedback.
• This activity can be used to liven up presentations to large groups. Use larger sheets of paper or card and use the same technique described above, using volunteers at the front of the group. Engage the group by asking for feedback on the strategies the volunteers create.
• Depending on the level of your students, you can adapt this activity to use the cards to ‘fill in the blanks’ rather than construct the strategy from scratch.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 156 - 157Publisher: FacetPrint publication year: 2011