Debbie, I think that your idea is a wonderful one, and I would be very
interested in seeing the results. I like the idea of a few generic (but
informative) slides that can be added to for the specific database and
project at hand. I too have struggled with how to teach a database in a
short enough time to provide important information and yet allow students
to get to the work of actually researching. I usually start by modeling
what they will be doing with the whole group, but I actually feel most
helpful when I can be there to help them individually with the hands-on
piece -- even something as simple as logging on can be a barrier. They tend
to give up easily, so being there to walk them through the steps really
helps. Typical exchange:
Student: "This database has no information. Can't I just google it?"
Me: "Let's read this paragraph together. Wow. There's a lot of information
packed in there...do you see something that relates to your question?"
Jenny
On Sat, Mar 30, 2019 at 5:23 PM Debbie Abilock <debbie@xxxxxxxxxxxxxxx>
wrote:
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
Adding Friction
<https://www.academia.edu/12296633/How_do_I_teach_students_to_write_a_researchable_question>,
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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