Librarian Humor in Classroom and Reference.

Autor/in	Osborne, Nancy Seale
Titel	Librarian Humor in Classroom and Reference.
Quelle	(1992), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Libraries; Higher Education; Humor; Librarian Attitudes; Library Instruction; Questionnaires; Reference Services; Surveys; Use Studies + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humoristische Darstellung; Bibliotheksverzeichnis; Fragebogen; Literaturdienst; Survey; Umfrage; Befragung; Benutzerschulung
Abstract	A brief questionnaire was sent to a random selection of 70 librarians in the State University of New York Librarians' Association Directory to determine the frequency of their use of humor at the reference desk and in the library instruction classroom, their perceptions of classroom humor, and their reasons for using humor in these situations. There were 43 respondents. The study also examines the use of humor as a strategy for putting students at ease, getting their attention, and creating a classroom environment and reference desk interaction more conducive for learning, as distinguished from its use as a pedagogical strategy. Analyses of the responses indicate that: (1) reference and instruction librarians have a great deal of respect for the students with whom they work in classrooms and at the reference desk; (2) they are also respectful of the possibilities and power of the use of appropriate humor; (3) they are concerned about the inappropriate use of humor; (4) they feel that use of appropriate humor makes them more approachable by students; and (5) they consider that the most important reasons for using humor are to put people at ease and facilitate relaxation, with establishing rapport the next most important. This report contains the letter explaining the study and asking the recipient to participate in the study; a copy of the questionnaire; a statistical analysis of the responses received; additional comments from the respondents; and a brief discussion of the findings. (BBM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC