Utility and Practical Application

Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety

*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

Reducing Student Anxiety

Reducing Student Anxiety

Reducing Student Anxiety

Utility and Practical Application

Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention

*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

Gaining and Maintaining Student Attention

Utility and Practical Application

Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout

*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

Fighting Instructor Burnout

Utility and Practical Application

Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout Comprehension and information retention

*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

Comprehensionand Retention

Utility and Practical Application

Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout Comprehension and information retention Undermining negative stereotypes

*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

Undermining Negative Stereotypes

Utility and Practical Application

Humor* Expressing personality Establishing trust Delivery and competence Reducing student anxiety Gaining and maintaining student attention Fighting instructor burnout Comprehension and information retention Undermining negative stereotypes Self-Deprecating

*Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

Self-Deprecating

Student-Produced Comics

Looking at the student research process through comics* Student need to be heard A way to reflect and summarize Critical thinking and questioning assumptions Framing themselves as characters The drama and conflict of research An attempt to validate student experience Opportunities for more authentic assessment** Potential overall improvement of student learning*** Visit me at LOEX!

*Adapted from Detmering R., and Johnson A.M. “‘Research Papers have Always Seemed Very Daunting’: Information Literacy Narratives and the Student Research Experience.” Portal 12.1 (2012): 5–22.**McKinney, P. A., & Sen, B. A. . (2012). Reflection for learning: understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2), 110–129.***McGuinness, C., & Brien, M. (2007). Using reflective journals to assess the research process. Reference Services Review, 35(1), 21–40.

The Next Step Information Now! Comic guide to

student research and information literacy.

Set to be published fall 2014 by The University of Chicago Press

Approximately 125 pages

Sometimes, information literacy is as simple as holding the book correctly.