Cephalonian Method of Library Inductions

1
Cephalonian Method of Library Inductions

• Stephen Wickens and Ella Mitchell

2
Why did we do it?

• Revitalise our traditional methods
• Convey information more effectively
• more interaction
• wanted inductions to appear more student driven
• more spontaneity
• capture students attention
• lively, informative, entertaining
• enjoyable to deliver
• After speaking with colleagues and reading
  reviews of the method and its success.

3
Background

• First used in Cardiff University Library in 2002
• Name derived from a tour guide presentation
• Music used to set the scene
• Humour
• Colour and audience participation
• students given colour coded cards with questions
• students read out questions
• Staff answer question
• Appears to be student driven

4
Our approaches

• Both adapted initial idea
• Westminster Kingsway invited questions randomly
  by colour of cards.
• Merton used a more structured approach and
  designed a PowerPoint presentation to accompany
  coloured cards, questions asked in a set order.

5
Westminster Kingsway College

• Four colour coded categories of questions
• Books about language
• IT/technology
• Enrichment resources
• Core learning centre information
• Staff preselect questions according to group

6
Merton College

• Students allocated a question as they come into
  the induction session
• Staff ask for students to read out questions from
  the cue cards
• Cue cards colour coded and numbered to correspond
  with the PowerPoint presentation

7
Advantages

• Good ice breaker
• More student interaction, students engaged in
  discussion
• Easier for staff to gauge students language
  level
• More enjoyable/memorable
• Staff not talking all the time
• More interesting for staff

8
Disadvantages

• Writing questions can be time consuming
• Not appropriate for all groups
• Sometimes unpredictable for presenter
• Problematic if too few attend
• we dont use Cephalonian with very small groups
• Student shyness
• occasionally a problem

9
Our experiences

• Overall very positive
• Livelier and more interactive sessions

10
Contact details

• Stephen Wickens stephen.wickens_at_westking.ac.uk
• Ella Mitchell emitchell_at_merton.ac.uk
• For further background http//www.sconul.ac.uk/pu
  blications/newsletter/32/2.rtf