Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom

Autor/inn/en	Whitver, Sara Maurice; Lo, Leo S.
Titel	Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom
Quelle	In: Communications in Information Literacy, 11 (2017) 1, S.185-203 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-5954
Schlagwörter	Library Instruction; Classroom Techniques; Questioning Techniques; Teaching Methods; Classroom Communication; Academic Libraries; Educational Practices; Educational Strategies; Observation; Statistical Analysis; Higher Education; Alabama + Suchen Sie Ihr Suchwort? Bibliotheksverzeichnis; Klassenführung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bildungspraxis; Lehrstrategie; Beobachtung; Statistische Analyse; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers also noted the use of visual aids and storytelling as tools to engage students in conversation. The variety of tools and techniques observed in this study indicate that librarians exercise a great amount of autonomy in the classroom while working towards standardized learning outcomes. (As Provided).
Anmerkungen	Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: editors@comminfolit.org; Web site: http://www.comminfolit.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01