Questions?

==Do you have questions about how to implement these tools in your classroom? Do you have success stories or advice from your experience working with assignments like these? Ask and share here so we can all reap the benefits!==

I've really enjoyed playing around with the technologies shared at the "Repackaging Course Content" session at ALA. I'm looking forward to implementing some in the classroom this fall. I have one nagging question that's been on my mind for quite some time. Often I have teachers bring their classes in for database instruction. The students are preparing for a research project. Their teacher wants them to use some of our subscription databases. Often the teachers will request a 15-20 minute introduction to databases that will work for the particular assignment. I am SICK TO DEATH of doing these dry introductions. I think I will shrivel and die if I have to see one more blank stare from a kid forced to sit through introductory database instruction. However, I'm not sure what to do to make it interesting. Does anyone have any suggestions? Is it possible to make database instruction fun? Interesting? HELP!

Sorry it's taken me so long to get in here and respond! But I don't have a great answer--so far, what I do with this is just try not to be boring about it as a person. :) I talk quickly, make jokes, walk around between them, whatever I can do to attract their eyes. I don't EVER take as long as 20 minutes for it, because you're right, they absolutely shut down. I usually start by asking them who's used databases before (especially with freshmen) and do some brief questioning about the differences between databases and websites to a) see what they know, b) fill in any gaps, and c) make them talk, in hopes that if they're talking, they're not falling asleep. I pick about three databases for a given project and give them a whirlwind tour of what's available, why they care (I often make them repeat "Databases will save me work" as a mantra, when I show them things like how databases will usually generate citations for them), and any quick search tricks they need to know--and then I stop talking! Of course I show them sample searches so they can see what the results look like; when I first started doing these demos, I carefully prepared searches ahead of time to control what I'd be demonstrating, but later I discovered that if I let them shout out search topics to me, they're much more likely to pay attention. This results in some really odd requests from time to time, but I'd a lot rather have them laughing as I search my databases for zombies than have them steadily drifting off to dreamland. :) One thing I want to try this year is to prepare some flow charts or other graphic organizers to have them take notes on while I talk, which I'm hoping will be successful. So I'm not at all sure that's a helpful response to you, but know that you're not alone!

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