By Elena Azadbakht, MSI, University of Southern Mississippi, Hattiesburg.
I’m a big fan of books on the science of learning and developing effective study skills. Currently, I’m reading James M. Lang’s Small Teaching: Everyday Lessons from the Science of Learning. Some of the ideas he explores in the book appeared in a series of articles Lang wrote for The Chronicle of Higher Education in 2016. Small Teaching focuses on modest strategies instructors can easily put into practice to improve student learning in big ways. Lang’s suggestions are all supported by research on cognition, memory, and learning. Of course, much of what’s in the book wouldn’t work in a one-shot instruction context, which – if you’re like me – is what your library instruction program chiefly consists of. A few of the ideas, however, have made me consider ways in which I might tweak my workshops.