Making Information Literacy "Stick": Finding SUCCESS in Library Instruction
presented by Dunstan McNutt (SUNY Delhi)
Based on the ideas & concepts in Chip & Dan Heath's Made to Stick: Why Some Ideas Survive and Others Die (2007).
The best & most memorable ideas are:
The Curse of Knowledge: Once we know something, we find it really difficult to remember what it was like not to know it.
- Core & compact.
- "Proverbs: a short sentence with a long education"
- Break a pattern & create a mystery.
- Gap theory of curiosity: highlight a knowledge gap.
- Use imagery
- Avoid/remove abstraction; make it real.
- Illustrate key information skills
- Telling someone, "Don't accept drinks from a stranger," vs. 'Kidney Heist' story/urban legend.
- Velcro theory of memory: the more hooks the better = sticks better in the brain "loops."
- External credibility--cite authorities. (Anti-authorities can be more effective - ?)
- Internal credibility: Details and stats on a human scale. Numbers don't stick.
- ex. BBs in a bucket to illustrate nuclear warheads:
- 1 = Hiroshima
- 5 = nuclear sub
- 300,000 = worldwide.
- Make people care
- 3 million children affected by food shortage vs. 1 child's story
- Make people act
- WIIFY: What's In It For You
- Appeal to people's sense of identity
- As simulation - tell people how to act
- Stories act as "flight simulators for the brain"
- As inspiration - give people energy/motivation to act
- Subway's "Jarrod" story of weight loss
- Curse of Knowledge - flattening the hierarchy
- Emotional topics
- Stories can highlight gaps & stimulate information needs
Dunstan's Wiki on this session/topic.
Also, here's Dunstan's Library Instruction follow-up eval form, just FYI. I don't know the inner-workings of Google spreadsheet-hosted forms/surveys, but I wonder if it's easier for students to access than Angel quizzes?
Finally, I found an article online the other day that, while not specific to library instruction, speaks to the idea of of "stickiness" in the library. Specifically, the author offers suggestions for how to go back to that point of "not knowing" to experience what a patron or student who is not well-versed in library lingo or "the way things are done around here," might experience the library: How to See the Library with Fresh Eyes