Cameron Blevins writes here about the challenges of teaching digital methods in a history classroom. Some of the experiences might ring true with librarians tasked with teaching information literacy, such as this:
My first lab, for instance, spelled out instructions in excruciating detail. Unfortunately, this led to exactly the kind of passive learning I wanted to avoid. I liken it to the “tutorial glaze” – focusing so much on getting through individual tasks that you lose track of how they all fit together or how you would apply them beyond the dataset at hand. The ability to teach early-stage technical skills involves a litany of pedagogical challenges that humanities instructors are simply not used to tackling.
How might librarians partner with faculty to avoid this scenario? What techniques have you discovered to help students from a variety of skill levels remain engaged throughout an instruction session?