The questions that will be asked will address the very purpose of IL and will

The questions that will be asked will address the

This preview shows page 42 - 44 out of 167 pages.

The questions that will be asked will address the very purpose of IL and will use the main question forms: WHAT? WHO? WHY? WHERE? WHEN? Presenting the necessity and timelines of IL education in the formation of students compe- tences is a natural requirement of this stage. The Starburst Explosion Method , explained in Chap. 10 of this volume, can be used for this purpose. If we design the two stages as distinct activities then at the stage of capture attention/warm up , a game can be used to animate the group. We realise that a group has a particular psychology that is different from that of an individual. Specialists and teachers consider it ideal to have 8 25 people for an educational activity, and that it is a signi fi cant factor to improve student learning (Watson et al. 2017 ). For a newly formed group to work at an optimal level, it is necessary to set rules for the group from the fi rst lesson. Ideally, these rules should not be imposed by the teacher but negotiated by the group members and built together with the trainer. The reason behind this recommendation is that if the rules are negotiated then they can be accepted and assumed more easily, if and where needed, avoiding, as much as possible, factors that could disrupt the didactic activity. A natural question that any trainer would formulate is: On what criteria do I decide whether I will design an activity in which the two steps will merge or be separated? One of the most relevant criteria, not excluding others, is the development phase at which the group is. If the group has been constituted for a long time then we 3.7 Models of Information Literacy 33
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assume they know each other and that certain relationships have already developed. Thus, it is pointless to insist on some aspects, which may be disregarded or cate- gorised as unhelpful in carrying out the teaching and learning activity. If the group is not homogeneous and was recently constituted then animation games are more than welcomed, as they facilitate the relaxation of the participants, creating a pleasant, secure, and stimulating climate for the group s activities. The authors recommend the use of self-presentation games, which should not exceed 15 min. Specialty literature abounds in variants of these types of games from which the reader can choose the most appropriate activity. We only insist on some form aspects such as: the seating of the participants, and the order of talking. If space permits, it would be preferable for participants to be seated in a circle, to facilitate the view of each participant and to establish a position of equality among the members of the group. We recommend that the group leader as well, the teacher or the librarian, should be a part of the circle. The trainer will: initiate the activity, announce its purpose, brie fl y describe the manner in which the activity will develop, present the time allocated to each par- ticipant; and state the estimated duration of the activity. In order to facilitate the task
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