We have used this method last year and it worked very well. We need
different sets of question for different levels. We also encouraged students
to interact with the induction by putting the name of every student who read
a question in to a draw for a £25 HVM voucher. We also made sure we had
library assistants at hand to help anyone with reading difficulties.
We have noticed over the year an overall improvement in the way the students
behave in the library and we think this is because the students understand
the reasons behind all the library's dos and don'ts.
Jane Tomlinson
e-learning librarian
West Thames College
0208 326 2194
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-----Original Message-----
From: Information literacy and information skills teaching discussion list
[mailto:[log in to unmask]] On Behalf Of France, Judith
Sent: 20 June 2006 15:03
To: [log in to unmask]
Subject: Re: Cephalonian induction method
We used this method for the first time last year. In the past we had tried
the traditional 'walk around' method, and a purely online induction. All
methods have their pros and cons, but the good thing about the Cephalonian
idea, is that students interact with you, and with the rest of the group.
They also have to think for themselves a little bit, which helps them to
remember something about the induction.
It is a good idea to have a wide variety of questions, applicable to all
levels of students, you can then mix and match, which helps to keep the
sessions fresh for the people conducting them.
Hope this helps
Judith France
Learning & Information Officer
Rotherham College of Arts & Technology
Tel: 01709 722741
Email: [log in to unmask] <mailto:[log in to unmask]>
________________________________
From: Information literacy and information skills teaching discussion list
on behalf of Kate Marshall
Sent: Tue 20/06/2006 13:53
To: [log in to unmask]
Subject: Cephalonian induction method
Hi
I am interested in the Cephalonian method for library inductions. I have
read Nigel Morgan and Linda Davies article in the SCONUL newsletter
(http://www.sconul.ac.uk/pubs_stats/newsletter/32/2.pdf for anyone who
hasn't seen it) and was wondering who else has tried it and if anyone had
any observations or best practice to share about how it has worked with your
students.
I will summarise comments for the list.
Thanks,
Kate
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