Library Freaky Friday: Information Literacy and Peer Teaching

Scott Stone Chapman University

Keywords: peer teaching, music library instruction, in-class activities

Abstract

One in-class exercise has continued to prove effective at both teaching and engaging multiple levels of students. This exercise, called “Library Freaky Friday,” is based on the educational theory of peer teaching and involves students teaching students rather than the librarian or professor teaching the class. Velez and his coauthors believe “peer teaching encourages students to assume a more active role in knowledge acquisition,” which should please any teacher. In addition to peer teaching, this particular exercise requires group work, which Yaman and Covington show increases participation from students, an attribute desirable in any class, but especially in information literacy classes that are often rife with disinterested students.

Author Biography

Scott Stone, Chapman University

Scott Stone received his MM in Euphonium Performance and his MS in Library and Information Science from the University of North Texas. He holds a BM in Music Theory and a BM in Euphonium Performance from the University of Georgia. His articles “Euphonium Recitals and Library Instruction: Recitals as an Alternative Library Instruction Method” and “Online Resources for Music Scholars” have been published in Music Reference Services Quarterly (MRSQ). His book and e-resource reviews appear in Notes, Journal of Library Innovation, and MRSQ. He has presented both papers and posters at international and national meetings on library science and is a member of the Music Library Association’s Program Committee and subcommittee for Reference and Access Services.

Published

2013-07-01

Issue

Vol 4 No 1: (Fall 2013)

Section

Roundtable 2

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