How to start sketchnoting

This article is a translation from Magalie Le Gall's article, published in French over here. Magalie is a French librarian in Paris, fan of Lego and visual mapping. (And she's awesome.)
Reading her article some time ago made me fall instantly for skechnoting... as you may have noticed from my recent notes from LILAC.
So I wanted to share her article with you, hoping that it will inspire you to try it out too!


On 25-26th January, I went to the workshop I had gifted myself for Christmas: the #visualmapping workshop by Philippe Boukobza (from the excellent blog Heuristiquement - in French) near Paris.

Besides madly hearting this workshop and intending to continue until I get certified, I have resolved sketchnoting my meetings, trainings, or study day reports. Anything coming my way, actually.

Why?

Because (I know you think so too) a report is usually effing boring. So there are good chances you won't ever [re-]read it again. And if you forward your pretty 15 pages long, 11 font-size Word document to your colleagues... ? In short, a lot of work for very little results.

Sketch... what?

Philippe Boukobza defines it this way: "Sketchnoting means translating concepts, process, ideas, conversations in visual thoughts, individually and as a note-taking technique." By putting forward keywords, expressions, relationships and pictograms, you have to not only really understand the content you're transcribing, but also simplify it as much as you can. Down with parasitic sentences that weigh your reports down!

Let's tackle the "drawing" issue

After talking about it with lots of people, I know we're touching a sensitive point. Seeing my sketchnotes, many colleagues or friends exclaimed "oh you're gifted, that's obvious, there's nothing crossed out, and you're a creative person. I wouldn't be able to do this, my writing's a mess and I don't know how to draw". I can tell you that this makes me mad. Like, for real.

I'm just a clumsy oaf as far as art drawing goes. It's true that I like for it to be neat, but I really don't care if it's "pretty" or not, I'm just having fun. And since we're on the topic, let me underline that a sketchnote is not destined to be pretty: it is destined to be understood, [re-]read and memorised.

Let's get back to drawing: we're all able to draw! I bet that when you were little you didn't even ask yourself the question. Paper, pens and hop! You were gone. You even did it for hours. Unfortunately school, negative judgements from others, the framework imposed by work, all these things had their effect. And that's just as true for sports, music, languages, maths, writing... You're amongst the gifted ones or you're not. And if you're not, then you're absolutely not touching it ever again. So it's not so much our ability to do this or that that is the problem, but the trust you have in your ability to do it. You're self-limiting yourselves, here, I said it.

Now, take a sheet of paper, a pen, and have a look at the following video:

See! You can draw too!

But it must take ages!

No more than typing up a report, re-reading it to complete it and tweak the layout. Of course, you need to take new habits and admit that you won't write everything down, instead only keeping key concepts from what's going to be said. That's also why your typography and pictograms need to be simple to do.

Let's try it out (yay!)

• Just as Graham Shaw says in his video, you need to be open minded: let go from expectations, don't think about the results. Remember what Zohra Kaafar wrote in one of her presentations: "creativity is contagious, make it go round."
• Do know that, the first time, your colleagues are probably going to watch you with a weird look on their face (but they'll soon be very interested!).
• To start easy, you can sketchnote very short meetings or just your train of thoughts for a project or a training session you're going to give... [tip from Aurélie: you can also go online and sketchnote a TED talk, a MOOC lesson, or even a podcast - and remember: there's nothing at stakes and nobody needs to see it... just have fun!]

Sketchnoting, how does it work?

• In order to represent visually an idea or an abstract concept, think of shapes (square, circle, rectangle...) or of the image it makes you think of. Here are a few examples:

• Use arrows, banners, different typographic styles in order to push the main ideas forward. Visually, it changes everything. And it's really easy to do!

(source) [tip from Aurélie: I've printed this reminder and glued it at the end of my notebook... so useful when you're trying to think of a different bullet point idea in the middle of a sketchnote!]

• Make sure you have a good balance between pictograms and keywords: your sketchnote needs to still be understandable several weeks / months later.
• In one of his articles (French link), Philippe Boukobza reminds us of the main principles for a good sketchnote: use space to let the note breathe, accentuate keywords by playing with typography, insert very simple illustrations to strengthen the message and, finally, stay simple as far as colours go.
• And, let me repeat this to make sure you got the message: don't try and make something "beautiful" and compete with Leonardo da Vinci. For example, I like to say that I'm "scribbling" my meeting report. That helps getting rid of inhibitions.

Advice regarding stationery...

(NB: I'm going to let you know what I'm using but any kind of paper / pens would do the trick. Personally, I think that the quality of the tool and the pleasure you get from using it are important, but it's really up to you.)

• Being a Moleskin addict, I recommend their sketch album, their new collection of Volant journal, or their digital covers compatible with tablet covers. Whichever brand you choose, make sure to get a notebook with blank pages (or with a dot grid that will help you calibrate your outline).
• Work on only one side of the page (in portrait or landscape - doesn't matter).
• In order to play more easily with the width of lines, you can use black pens having tips from 0.05 (very fine, perfect for the face of your little people) to 0.8 (very wide, perfect for separations, banners, or arrows). Personally, I like Staedtlers pens very much, or Micron pens.
• For finishing touches, you can shade your drawings. Ideally, use a brush pen in a lighter colour (I'm using Pitt Faber-Castel pens in blue or grey shades. You also have the ArtMaker from Neulands which are just crazy good. 

You want to sketchnote form your tablet / smartphone?

Download the free (in its lite version) app Sketchbook Pro. Having tested it, I do recommend to use a smartpen if you want to sketchnote a full report, that's much more practical than with your finger.

And lastly I'm recommending THE book on sketchnoting: The Sketchnote Handbook by Mike Rohde. He's a specialist on the topic and also the author of a workbook (with more advanced techniques) as well as a series of videos.

(yeah, the lego book has nothing to do with it, it's just that it came in at the same time as the other two...)

I hope I've got you to want to try it out!
If you do, let us know and post your own creations online!

Identity, gender and libraries

Today, my French blog turns 3 years old! To celebrate, I decided to translate one of my most popular (and personal favourite) blogpost (original version here). I wrote it after attending my first ever librarian conference at Paris Book Fair in 2012.
Two and a half years later, I own up my librarian identity with more strength, but I'm still churned up by all those questions...

I didn't count how many of us were there, that Monday, pressed against each other to be reassured by our governing body on the future of our profession. So, I didn't count, but it was absolutely obvious. There were only women. Well, there was a handful of men, including two on stage, but the feminine mass was unbearable. And I felt a powerful uneasiness yelling in my head that I wasn't supposed to be here. I should have known, though. I know the numbers. But it was the very first time that I was witnessing an actual librarian gathering, and I was shocked.

I'm really annoyed to admit it, but I'm deeply ashamed to have a girl's job. It might go back to my science studies during which, each year, the proportion of female students diminished. I felt at home amongst my male peers, I was happy to be on my way to a man's job (I don't have any numbers, but let me assure you that Earth sciences researchers are mostly male), to show them all, to corrupt the system, to indulge my pride. But I finally understood that muddy outdoors research wasn't for me and a part-time job as a library assistant led me to Higher Education libraries.

Higher Education, that wasn't that bad. Research libraries were even better. Anything not to become a "kid's librarian". I'm not maternal, I'm not girly, I don't like pink. I don't identify with female professions, and children librarian seems to be in the top three of girls' jobs, amongst kindergarten teacher and nurse. And housewife. So, when I got a new job in Higher Education and was asked to take on the "youth literature" collection, it hit me hard.

But why? That's so stupid! I'm ashamed of a job I love! I'm ashamed when I think of turning towards public libraries so as to move back to my mountains more easily. Ah! I was good in school, I should have gone for a man's job, opening the way, thwarting the glass ceiling, rather than going for lower female tasks! I'm ashamed, when I introduce myself, to say what my job is. It sounds like a failure. I'm "only" a librarian. So, very fast, I add: I work for a university! I work with students and professors! I'm not that librarian, the one who reads to inattentive classes, who shush children from behind her desk! No, that's not me! No! No?

But why do I have, engraved in my brain, all of those idiotic prejudices? I do rationally know that public librarian is a great and indispensable job, made of communication and popularisation, and I'm sure I'd love to do it, to make it mine. It actually was one of my ambitions, when I began thinking about going towards information sciences: how great would it be to popularise the sciences I love so dearly in a public library! How I would like to promote reading and culture in my town!

So why are those sexist pictures pinned on the walls of my brain? Why "youth librarian" stays a female noun in our mental dictionaries? Where are the men? Show them to me! They should give themselves up! They should promote themselves! They should tell us of their joy and pride to do this wonderful "girl's" job in those numerous public libraries around the country! They should reinvest those professions from which they had withdrawn, taking with them the value, the prestige, the big names and the high salaries. Let us have some real equality, a world where caring or meticulous jobs are really welcoming all genders, where little boys can look after dolls and dress in pink without being pointed out by the rest of their community.

In the end, I feel guilty to think that much about it. As Caitlin Moran, I'm asking: "are the boys doing it?". Are the boys worried about the gender balance of their professions, do they spend hours banging their heads against walls to try and decide if, by choosing the job they chose, the lifestyle they live, the shoes they wear, they aren't deserting their gender, they aren't letting their comrades down? No, do they seem to say, too preoccupied behind their computers, behind rows of cots, behind the wheel of their lorry, crouching in front of the 305.42, looking for a missing book.

"Then, we can use the technical term, and call it bullshit."

They don't care. So we shouldn't care either. And move forward, rather that staying there pondering over and over. Let's just hope that our daughters may never feel this stupid failure feeling when choosing a job that is neither male nor female. Just a human's job. And, what's more, a really cool one.

Picture taken myself at the Père Lachaise, Paris, in March 2012.

Both text and pictures are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Stationery Love

At first I read Library Goddess's post on "The Power of the Post-It", then came Twinset & Purls' one about her notebooks, and the sparked conversation on Twitter, #stationerylove.
So, really, I couldn't resist.
I've written a little post about my organisational tools on my French blog, last August, but didn't translate it for one reason or another. So, maybe the time has come to tell you here about my notebook compulsions...

I've been on the lookout for the perfect organisational tools for quite a while. It's quite an obsession really. I like to be on top of things, and that means that I need to always remember what, when and how... From a medical appointment to my writing projects or the training sessions I'm giving at work. I don't feel good if everything's not under control.
So I've tried a lot of online stuff, like automated to-do lists or specific apps... But, as much as I like a good spreadsheet, for my day to day mess, that's not working for me. The only digital thing I've stuck with is Google Agenda. It's the first thing I look at on my phone or when I open my computer, even before my emails or Twitter notifications...
But for all the rest, I'm a paper girl.

Notebooks

A long time ago, I decided to use only one journal for both my personal and professional stuff. I tried to have two different ones but I really prefer being able to write down everything in one place: if ideas for my grocery list come up in the middle of the day, it goes in my journal. If I remember an activity I wanted to try with a group of students in the middle of the night, it goes in my journal. Everything goes in the same place, so it's a bit of a mess, but at least I'm sure to have everything on hand.

My current journal, decorated by my lovely sister, Julia.

Why a paper notebook? Well, first because it's pretty. (Yes, it counts. A lot.)
And because it enables me to draw a little, to create mind maps and even to some art journaling when I feel like it, without having to try to find and learn to use the best software for whatever I want to create.
Also because I love writing by hand. I think better when I'm writing. Moreover, I write a lot during my commute and, you can say whatever you'd like, typing on a virtual keyboard isn't the most practical thing ever.
Finally, I'm a much faster note taker when I jot them by hand during conferences and workshops. Because I love abbreviations and big arrows that go all over the place. So I tend to think that it's worth it to have to type it all up when I come back from a study day. And that's always good to get some order back into the sometimes sibylline presentation structures of some speakers...

A bit of mind-mapping in an old journal.

To-Do Lists

One of the most important part in my journal are the weekly lists that I update every Monday when I arrive at the office. On a double page, I write down on one side my professional to-do list and on the other my personal one.

For my pro one, I use the technique of the Bullet Journal.

I tried their index system but quickly gave up: I just don't have enough pages about particular themes for it to be worthwhile. I might try and use this technique instead, that I learned about through @LibGoddess and @alkegw. It's simple and elegant. But for now, I use bookmarks made of masking tape. It's pretty and I don't have to number all of the pages anymore.

Masking tape bookmarks in one of my last notebooks.

The monthly calendar is not that useful to me either, since I'd rather use my Google Calendar and other paper stuff, but I really like the idea of the monthly to-do list, in order to highlight the big projects coming up.

Calendar and to-do list for August.

So one of the only things I've really kept is the "Bullet List" technique of the Bullet Journal. You do circles for meetings, squares for to-do items and sub-lists when there are several things to accomplish for one single project. I used to add colours by theme (Chartership stuff in light blue, training sessions in green...) but now I use colours to highlight urgent stuff instead (see below). And I use different types of pens to distinguish my professional lists (in felt pen) from my personal lists (in ball point).

My To-Do Lists from last week.

Finally, to decide on the priority level of tasks in my list, I use this technique: the idea is, instead of doing the easiest or least unpleasant first, to go through your to-do list by following this model:

To adapt this model to your own job, replace "training" by your main mission.

I do first things that would go in the area #1: those who will have the most impact on my training with minimal effort. Then I go to area #2 (high impact but lots of effort), #3 (low impact and low effort: those are often the most amusing tasks) and finally #4 (low impact, lots of effort).
Sometimes, I highlight my priority tasks with little stars in front of the bullet. Just because. And sometimes, I do low importance tasks before higher impact ones, because I'm just human and nobody's perfect. And it's much funnier to update the library's Twitter rather than running after unwilling tutors who don't want their students to be trained on EndNote.

The right journal

Last, I wanted to say a few words about choosing the right journal. I began with Moleskines, which are beautiful and practical but so damn expensive. So I moved up to random ugly notebooks that I found for free. But ugly doesn't do it for me. I want beautiful objects to write in. Beautiful and cheap. So, when my relatives aren't giving me beautiful journals (like the one at the top of this post), I try to diy my precious notebooks. I just buy a £2 notebook from Sainsbury or wherever and I cover it with beautiful paper from Paperchase and lots of glue.

One of my latest journals, hand covered an all pretty!

I'll keep doing it for my next journals except that I think that I'm going to move to 100 pages notebooks (instead of 200) so as to make my handbag a little lighter...

Library anxiety

This post is a translation from Thomas Chaimbault's post in French, "L'angoisse de la bibliothèque". His blog, Vagabondages, is an essential one in the French libraries' blogosphere. He writes about libraries and information sciences, mostly from an Higher Education point of view (he is in charge for information skills training in an Higher Education setting, in Lyon). If you can read enough French, I definitely recommend to add his blog to your reader and to follow him on Twitter!


In 1986, Constance A. Mellon formalized the concept of library anxiety.

This anxiety is supposed to be concerning quite an important number of readers, to various degrees, and would refer to both an anxiety of the library as a place (in its size, its fitting, its organisation and the classification of its documents) often considered as unclear, and of the library as a mean to find resources (services, resources, training...). It's a strong psychological barrier keeping students from using the library in an efficient manner, on site and online.

The Anxiety of Searching for a Book, UCLA

1. Theorizing Library Anxiety

In her grounding article (which at least, formalized the concept, since other studies had already showed some apprehension of the public), "Library Anxiety: A Grounded Theory and Its Development", published in College and Research Libraries in March 1986, Constance A. Mellon describes a study carried out over two years about the students' feelings when beginning a library search. The results are clear: 75% to 85% of students mention a feeling of fear when using the library for the first time and this feeling is even more present when the time comes to do a search. An analysis of personal writings of students allows her to also identify recurring themes of fear, confusion, of being of out of their depth, lost, without resource, still at that fateful moment of the information search. It's by connecting those anxiety feelings linked to maths or tests that she coins this notion of "library anxiety".

This anxiety can be translated in several ways:

• Fear of the library as a place, often described by its impressive size;
• Not knowing where to find information, nor how it's organised;
• Lack of self-confidence concerning how to conduct a search;
• Fear of the librarian him/herself with a refusal of asking for help;
• Feeling like they're the only one not to understand how the library works;
• Feeling of paralysis when starting an information search.

From there, students seem less focused on their work and can't do their searches correctly. Mellon specifies: "Students become so anxious about having to gather information in a library for their research papers that they are unable to approach the problem logically or effectively". It can even result, according to the research of our American colleagues on this topic, in the failure of obtaining a diploma (Onwuegbuzie and Jiao, 1998).

Without going that far, other researchers have shown since then the permanence of this negative feeling towards libraries (Bostick, 1993), while Jiao, Onwuegbuzie and Lichtenstein fleshed out the concept, explaining that those feelings could have cognitive, affective, physiological and behavioural consequences directly interfering with the carrying out of informational tasks (Jiao, Onwuegbuzie and Lichtenstein, 1996).
This anxiety is considered as a unique phenomenon, specific to the library environment and not in connection with the general anxiety linked to the first years of higher education. Even though it has been suggested that some of its dimensions, like asking for help, can be linked to character traits independent from libraries, no empirical proof has been provided to support this proposition.

2. A measurement scale

In 1992, Sharon Bostick proposes a measurement scale to detect and evaluate the potential anxiety caused by the library on students. This scale identifies several areas carrying anxiety:

• Barriers with staff: staff members are perceived as intimidating, inaccessible and anyway too busy or having other more important tasks to do rather than helping readers;
• Affective barriers (perceived informational skills): the student feels incapable of doing searches and of using the library as a place for resources, this feeling being reinforced by the idea of being the only one to be lost and confused;
• Being comfortable within the library (as a physical space): a feeling of comfort, security, of being welcome in the library, also linked to the layout and furnitures favouring or not how students are welcomed in the library;
• Knowledge of the library (internal organisation): the student doesn't understand how the library is organised, doesn't feel familiar with it, feels frustrated;
• Mechanical barriers: feeling linked to the machines, equipments, computers... A student having a hard time using machines is susceptible of developing a deeper anxiety.

[download the Bostick scale]

In 1997, Owuegbuzie adds:

• Resources anxiety: frustration related to the resources availability, especially linked to not finding full-text during an online search.

Several research studies have then focused on this anxiety's origin, trying to detect direct or indirect antecedents. If no direct antecedent was revealed, several indirect antecedents were then proposed, with situational, contextual or dispositional (that the student brings herself) origins.

Source: Library Anxiety: Theory, Research, and Application by Anthony J: Onzuegubzie, Qun G. Jiao, Sharon L. Bostick

Among those variables, Jiao and Onwuegbuzie mainly identified:

• Low level of perceived social acceptance;
• Social injonction for perfection;
• Academic procrastination;
• Bad study habits;
• Low reading skills;
• Learning style;
• Low computer literacy;
• Low hopes to overcome hurdles linked to goals' pursuit;
• Social interdependence.

Some of those research studies identify a complex link between this library anxiety and other anxieties linked to higher education, research, public communication; a whole set affecting the student more or less directly.

Source : Library Anxiety: Theory, Research, and Applications by Anthony J. Onwuegbuzie, Qun G. Jiao, Sharon L. Bostick

3. Fighting against library anxiety

Studies trying to reduce library anxiety focus on how to make the library more acceptable, comfortable for students by giving them either the skills to develop their knowledge of the space and self-confidence, or to reassure them concerning the normalcy of the phenomenon and explaining strategies to use so as to overcome its negative effects.

The idea is to work on the training provided, regarding its content as well as the librarian's attitude. Indeed, better trained students will feel more familiar with the space and will see their anxiety limited. More broadly, it means making it easier to meet professionals, getting students to understand and know that there will always be someone to welcome them, answer their questions without judging them and supporting them in their searches.

Simply recognizing such an anxiety helps reducing it. Thus, several proposals have been drawn up:

• Recounting this feeling or similar experiences with more or less humour through videos or discussion sessions between students;
• Telling students that bad experiences at various levels of information search are normal;
• Talking about this kind of anxiety during training sessions.

But generally, the idea will be to get the library to become a friendly space, turned towards its users, to work on librarians behaviours, to provide a positive experience of the library as a space and to reinforce training sessions. So nothing extraordinary.

Several libraries actively work on the topic and don't hesitate to follow up on students who could be victims of this anxiety. For example, the Washington State University's library proposes a specific libguide giving leads on how to apprehend the library better or playing on the librarian's stereotypes.

Actually, we're doing the same and are also working through digital mediation to improve the user's experience, and thus to reduce this anxiety linked to the library. It goes without saying. But it's better to say it anyway.


To go further:

• Try this short test to know if you have library anxiety
• Atlas, Michel C. "Library Anxiety in the Electronic Era,or Why Won’t anybody Talk to Me Anymore?" Reference & User Services Quarterly, 44. 4 (2005): 314-19. 
• Bostick, Sharon L. "The Development and Validation of the Library Anxiety Scale," Research in Reference Effectiveness, vol. 16, 1993. 
• Mellon, Constance A. "Library Anxiety: A Grounded Theory and its development," College &Research Libraries, vol. 47, March 1986 : 160-65. 
• Carlil, Heather. "The Implication of library anxiety for academic refernce services : a review of the litterature". AARL, June 2007 vol 38 no 2 
• Hartman, Shawn “Library fear deconstructed : overcoming Library Anxiety”, 28th Annual Conference on The First-Year Experience, February 6-10, 2009, Orlando, Florida.

Low-Tech Information Literacy Training Sessions

I'm lucky to work in an institution that receive quite a diverse public. Actually, a lot of my students follow their courses part-time and have been working for several years.
With them, a problem I encounter quite often, is a weak computer literacy, which keeps them from using many of our resources. And since I don't have the possibility to up their level directly, I have to get creative...
Here are the methods and the tricks I use to take their needs into account during my training sessions, in seven points.

- Know who you're talking to. I systematically send a questionnaire the week before the training session, so as to ascertain the level of the students. I don't ask them what they know how to do (do you know ho to...? > yes / no / I'm not sure) but how confident they are regarding different tools (how do you feel about...? > very confident / confident / not really confident / what is that?).

- Create level groups. If possible, dividing the students in level groups is so much better!
I either ask them to sort themselves in different groups on their own (it does work quite well) or I divide them myself, based on their answers to my questionnaire.
Hence, I get to isolate the weakest students and I can spend some time, at the beginning of the session, to check that they do know how to use Firefox (yes, indeed...) and how to find the library's website before doing anything else.
With the other groups, I'm going to be able to go faster and see more things.

- Learning without the stress of the tool. The important bit that I'm trying to pass onto my students, is not how to use a particular tool (it's part of it, but it's definitely not the first point on my list), but the method behind it. This is where the transferable skills lay, that will enable them to use, not only this particular database, but all similar databases (for example).

So, if we're getting away from a particular tool to go towards the abstract concepts behind it, we can get away from the computers to play with more physical materials, like graphics, "hands on" activities or other pedagogical tools.
And that's really good when you're talking to people who get extremely stressed out when using computers. It enables us to talk calmly of a particular concept, to make sure that they understand the basics before going back to the computer to apply it.
Other use: to give a class in a room with no computer, where the students won't get a chance to try out the tool immediately. It allows us to make sure that they, at least, got the concepts.
And it works even with the most computer literates, who shouldn't need this crutch to understand how to write a search equation, for example. In my feedback survey, the hands-on activities I propose always are what the students liked best in the session.

So what does it look like? It can be worksheets such as the "Good Search / Bad Search" which I talked about in my post on active pedagogies.
It can also be real little board games created to illustrate a particular concept, group games, puzzles, do-it-yourself activities... I'm working on a number of them and I will present them here once they've been tested on my students.

- Take your time. According to my feedback surveys, even when I put a lot of simple activities in a session, the students tend to think that the lesson was at the right pace. So it's best to go as slowly as possible and let them play with the concepts during pedagogical activities rather than going as fast as possible to try and see as many things as possible in a record time: taking your time is never a bad thing.

- Finally going back to the computer. At one moment or another, you do need to let go of your little papers and go back to the computer screen.

If the group has a weak level and is fairly homogeneous, I'm going to go as slowly as possible and see very little things. The idea is not to overwhelm them, but to make sure that they get confident enough to be able to reproduce the simple steps that I'm going to show them.
I show each step one by one on the main screen and wait until everyone has been able to do the same on their computer before going to the next step, even for the most elementary things such as clicking a button...

If I wasn't able to divide the class in level groups, I ask a colleague to come and help me. She's going to check on the weakest ones and help them while I present more advanced functions to the others.

- Photocopies, photocopies everywhere. What's the use of having course materials online if the students have a hard time accessing them? For the computer literate students, the question is moot. But for the others I'm now systematically going for printed copies.
I always have better feedback when I give out old-fashioned paper handouts. Of course, I put everything online as well and send them an email with the links just after the session.

Other example: when my feedback survey was online, only 25% of the students answered it. Now that I give out printed copies for them to fill in before leaving the class, I have 100% responses!
Okay, it's bad for the trees... But I have yet to find a better alternative.

A last point:
- Training the teachers. I systematically ask the teachers to come to the training session with their students: more often than not, they need it more than them! It's particularly true of those who don't want to give me too much time with their classes: they often don't even know of all the knowledge and tools we can give them. And sometimes, their computer literacy is not very good either...
For those who can't come, I propose to go directly to their office to train them. I will get them all!

The above picture is of Phil Gyford. 

It is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic License.

Active Learning in Libraries

Just as most librarians, I haven't received any initial training on teaching techniques. Nonetheless, particularly in Higher Education, many of us have to regularly give training sessions to students of various levels. In my case, this is my principal mission within my institution.
I see post-graduate students and people doing CPD, most of them for a one-shot session (though, I'm working to make that change...) during which I have to make sure that, from now on, they will be perfectly autonomous for their literature searches. It's ambitious. And there is really a lot to teach them in a few hours gleaned from the course of a kind tutor.

Self-train thyself on training others

So I'm trying to train myself as much as possible, through "train the trainer" courses or well-chosen readings. In particular, I went to an exciting workshop by Andrew Walsh on creating games to use in libraries. On this occasion, I discovered his book, Active Learning Techniques for Librarians (1), an incredible resource full of activities ideas to use when giving training sessions to students.

Active learning means involving the learner in her learning, giving her a more active role than the one she's usually given in conference-type courses. Now, that active dimension should allow the learner to retain information and skills better.
Since librarians usually give one-shot sessions and that we probably won't see those students ever again in training, it's all the more crucial to make sure that they actually remember what we're trying to teach them!

Moreover, active training allows us to assess the students' understanding during class, giving us the possibility to give them live feedback on their performance. For example, it's going to be much easier to identify people who haven't really understood a point, and to explain it again, differently, so that they can correct their mistakes.
Finally, a normal person being only able to really focus for a very short periods (usually, a few minutes), scattering a session with active learning activities allows for a change of rhythm, a sort of  break, to get back afterwards with more focus.

But what does it look like?

Andrew Walsh and Padma Inala recommend to use their activities all along a session. For example, we'll begin by breaking the ice with something a bit funny, allowing us in a same shot to send a message about what we expect from the group: don't get asleep, don't get scared, you're going to have to talk and draw and other stuff, but it all should be okay... During the session, we carry on with a few activities going over each point of the program. And we finish with a last activity allowing us to check on the knowledge of the students or to make them reflect about their new skills.

So, all of this is all very nice, but in reality, are we just reinventing the wheel, trying to give exercises and assessing learning? For sure, a little. But that can't be too bad, can it?
Above all, aren't we going to play the role of the annoying teacher wanting students to participate at all costs when they'd just like to sleep quietly? Danger is real. Personally, I was mainly scared of looking ridiculous with my kindergarten games.

But.

But I tested for you active learning techniques on a class of eight PhD students last month. And they loved it. I made them laugh with my spoof activity and the feedback forms they filled in were full with positive comments. So, there is hope.

I'm going to keep testing those techniques with other classes and I'll keep you posted.

A few examples

Meanwhile, here are a few examples of activities I liked, from Walsh and Inala's book. I tested some of them and I will try out the others very soon.

"What's your favourite?"
Choose a question (for example, "what's your favourite database?") and put it up on a wall. Beneath, put up several papers corresponding to the different possible answers (one for each database your students can access for example). When the students enter the classroom, before they sit down, ask them to cast their vote by putting a sticky note beneath their answer. It's very visual and it's a good conversation starter.

"Make a Spoof"
Ask students to work on a spoof subject in groups. For example, I asked my PhD students to write down five things that would allow them to do the worst literature search ever...
Quite good as an introduction, so as to get them to start thinking about the topic of the course.

"Good Search, Bad Search"
After having shown students how to do a perfect literature search, give them an example of a "bad search" and have them discuss in pairs:
- How come this is a "bad search"?
- How could they make it better?

"I will do it"
At the end of the session, ask the students to write down what they're going to do in the coming weeks to put into practice what they learned. Have them write down their names and email addresses. Send them a scan of their form the next month, asking them if they actually did what they said they would and if you can help them achieving their goals.



(1) Walsh, Andrew and Inala, Padma (2010) Active Learning Techniques for Librarians: Practical Examples. Chandos, Cambridge. ISBN 9781843345923 

Photo : Brook Ward
This picture is licensed under a Creative Commons Attribution-NonCommercial 2.0 Generic License.

I translated this article from my French blog: Pédagogie active en bibliothèque.