Facing the Elephant in the Room: Strategies for

Incorporating Google and Wikipedia into One-Shot

Library Instruction Sessions

GOALS: keep students engaged energize the classroom—without being gimmicky impart information literacy skills that will not

only aid students in completing any assignment but also provide a foundation for developing lifelong information evaluation skills!

1. THE CLASSIC • Divide class into groups and assign them each

one library resource along with Wikipedia and Google. (Each group should be researching a different library resource than their peers.)

• Groups search each resource for information on a topic specified by the library instructor.

• Groups present their search findings to the class. Ask students to discuss the results they found using each resource. What problems did they come across? What source(s) were the most effective?

PRO-TIP: Make sure students are effectively briefed and de-briefed for maximum effectiveness. For instance: many students suspected me of trying to trick them when I proposed this activity, so reassure them that each resource has uses in the research process and that you want to explore their findings without judgment. During their presentations the instructor can help guide discussion. works best for: Any discipline, especially a general course like communications or public speaking.

Brianna H. Marshall MLS/MIS Candidate, 2014 Indiana University SLIS

2. THE PEEK BEHIND THE CURTAINS • Library instructor spends the first 15 minutes of

class leading a brief discussion on the nuts and bolts of how information is aggregated in search engines, wikis, and library databases.

• Students are divided into small groups. • Each group should develop a creative list of

topics best researched using each type of resource as well as potential audiences for each. Tell them you expect and applaud creativity in addition to accuracy.

• Groups present their findings to the class. The group with the most accurate and creative list wins.

PRO-TIP: Don’t overwhelm the students with too much information on how the resources work. Give them the basics, and let them take it from there. They’ll ask questions. works best for: Classes where the instruction session is a basic introduction to research and doesn’t have a corresponding essay or assignment.

3. THE CALL FOR EVALUATION EXPERTS • The library instructor should begin with a brief discussion about the importance of evaluating

information (either interactive and inviting student opinion or solo) • As you talk, write the key concepts you’re covering on the board or projected onto a screen the

students can view (e.g., authority, bias, appropriateness, etc.) • Divide the class into groups. Students look at results of sample searches in Google, Wikipedia,

and a library resource and come up with a general plan or checklist that could be used by anyone to evaluate each source of information.

• Encourage groups to brainstorm and think both creatively and critically. • Discuss their findings; as with the other activities, a winning group can be chosen. PRO-TIP: When I conveyed to students that they were the experts because they already evaluated information every single day, they seemed much more engaged. All it takes is a confidence boost from the instructor! works best for: Boisterous and/or competitive groups!

4. THE TRADITIONAL CLASSROOM SOLUTION • As an icebreaker, show students an infographic

(like “Get More Out of Google” or “Wikipedia: Redefining Research” or “15 Interesting Facts about Wikipedia”). These visuals are good ways to get students’ attention, engage them in critical thinking, and prompt discussion.

• Another idea for an icebreaker: use PollEverywhere to see how students currently use Google, Wikipedia, and library resources. Use responses as a lead-in to discussion.

• The same idea behind “The Peek Behind the Curtains” can be applied in this setting: brief lecture by instructor, group work, then concluding the session with groups sharing their ideas.

PRO-TIP: When students can’t hide behind computers, I find that they’re much more likely to share their opinions. Take advantage of this opportunity to reconnect with the different ways students approach sources of information. works best for: Instructors who are comfortable engaging informally with students, not following a script, and seeing where student opinion (which may be unfavorable of library resources!) takes the discussion.

5. THE RACE TO FIND THE BEST RESOURCE • Requires a little pre-planning—instructor should

compile handouts with questions ahead of time. They can be true/false or open-ended, with the answers ranging in difficulty.

• Students collaborate in small groups (3 is optimal) to answer the questions.

• Prizes available to the winning team (extra credit, library swag) make for a good motivator; without them it can be a challenge to entice participation

PRO-TIP: This basic activity is very customizable… so get creative! works best for: Instruction sessions that are tied closely to assignments; the questions can be tailored to fit discipline-specific resources. It is also effective for quieter classes.