Sử dụng hài hước trong giảng dạy thư viện

Billie E.Walker1
1Penn State Berks, Reading, Pennsylvania, USA

Tóm tắt

Mục đíchĐể chứng minh rằng hài hước có thể được sử dụng như một kỹ thuật giảng dạy bởi các thư viện viên hướng dẫn.Thiết kế/phương pháp tiếp cậnBởi vì một số sinh viên có cảm giác lo âu về thư viện mà Constance Mellon đề cập đến, hài hước có thể được sử dụng như một công cụ giảng dạy để giúp giảm bớt cảm giác này. Sử dụng tài liệu từ giáo dục đại học, bài báo này tìm cách cung cấp lời khuyên thực tiễn về cách sử dụng hài hước trong bối cảnh giảng dạy thư viện.Kết quảSử dụng các ví dụ hài hước từ cuộc sống thực cho thấy rằng các thư viện viên giảng dạy có thể thu lợi từ việc sử dụng hài hước trong lớp học. Bài báo này bác bỏ huyền thoại rằng một người phải là diễn viên hài để sử dụng hài hước trong lớp học.Ý nghĩa thực tiễnThư viện viên giảng dạy có thể thêm việc sử dụng hài hước như một công cụ giảng dạy cùng với các kỹ thuật khác để giúp giảm bớt lo âu về thư viện, thúc đẩy môi trường lớp học và giúp sinh viên cảm thấy thoải mái hơn với nhiều nguồn tài nguyên của thư viện.Giá trị/độc đáoBài viết này bổ sung cho cuộc thảo luận về việc sử dụng hài hước trong giảng dạy thư viện như một phương pháp để giúp giảm lo âu về thư viện ở sinh viên. Nó cung cấp sự trợ giúp thực tiễn cho thư viện viên hướng dẫn.

Từ khóa


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