In my role as a teacher-coach, I'm seeing some librarians do database
lessons in collaboration with teachers that take too long (partly because of
doing them live) and end up frustrating a teacher who came in to have kids
"do" their research. My idea of the moment is to create a generic template
of five slides (so maybe 10-15 minutes of teaching) that "teach the
database" - it could have a live component and it should be related to the
specific research kids are doing of course. Anyone ever tried this? Is it a
reasonable premise that one can teach what's important in this time frame?
I thought I'd do it in Google slides - so we could all benefit if it works -
also I think I want to a Gale database since there's some consistency across
them in Context ones.and the cover a lot of topics/disciplines. Insights?
Examples? Chortles? Or, should I go back to the drawing board..?
best,
debbie
Debbie Abilock
<https://www.academia.edu/12296633/How_do_I_teach_students_to_write_a_resear
chable_question> Adding Friction, a column @SLC
"Jane Jacobs was forever taking on ambitious subjects from new directions,
marching imperturbably into all she didn't know. She'd never understand,
she told an interviewer once, how other authors could 'stand the boredom of
just writing down everything [they] already knew.' But she paid the price
for indulging her insatiable curiosity. With each new book... 'I always get
scared to death.' Caught up in complexities of a new field not at first
fully apparent, 'I realize it's too deep for me, but I have to keep on with
it.' Until she gets it."
- from Eyes on the Street: The Life of Jane Jacobs by Robert Kanigel;
Knopf, 2016 p. 322.
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