New PDF release: Humor and information literacy : practical techniques for

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Sample text

Walker (2005) and Brewerton (2002) both assert that humor does indeed promote student learning, but they do so in passing, devoting at most just a few sentences to the issue. MacAdam (1985), in our opinion at any rate, conducted the most detailed analysis of humor in the college classroom and its relationship to library instruction, and her findings in this area were not encouraging. In general, humor in the classroom appeared to have little, if any, measurable effect on recall, with the possible exception of humorous examples: “use of specific humorous examples may actually increase retention for that particular material” (MacAdam, 1985, p.

Waiting for these opportunities to occur naturally requires too much patience on the part of the audience, and artificially relocating them to the beginning of the presentation will only result in confusion. Instead of demonstrating competence through a show of skill in a subject-related area, it can be much more effective to demonstrate competence by proxy: by delivering an excellent presentation. Public speaking skills are readily apparent to an audience and can serve as an ersatz demonstration of instructor competence.

All is not lost, however. The audience might be bored and possibly hostile, but knowing that in advance has value, and that knowledge can be capitalized on. In terms of their expectations for the next hour or so, the bar is set low enough to trip over. In stark contrast, imagine for a moment trying to perform in front of the same group of people at a comedy club. Because they expect to have a good time (and paid good money) they will not be surprised when they enjoy themselves. Now consider the stereotypical library instruction class: bored, possibly convinced they will learn nothing of value.

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