Library Freaky Friday: Information Literacy and Peer Teaching

Scott Stone

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.

 

 


Keywords


peer teaching; music library instruction; in-class activities

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ISSN 2155-109X