I’m midway through planning an outreach program for college libraries for my LIS 734 class, which asks students to plan lessons involving technology. It’s a cross-listed class with the education department, and I’m one of just a few librarians enrolled. My program is a trivia night event for undergraduates. It would use the web app Kahoot as the host for the evening, with questions preloaded and students playing along on their personal devices. I like that they can do the Kahoot from anywhere in the library, since there’s wifi throughout. The questions I have planned are on a variety of topics. Most are traditional trivia night questions – 80s music, baseball, presidents, et cetera. But my plan is to include some questions that ask students to locate specific resources or answer a particularly difficult trivia question. I’d like for those rounds to be played in classrooms where there are desktop computers for students to use.
So far, my journey through this project has been a smooth one. Kahoot is an easy to use technology, and in my current position there is a lot of support for fun programming ideas. I do feel like this program would be a success, and one of the things I love the most about it is its adaptability. Trivia nights are often used as a bonding experience for friends and coworkers, and I would be really interested in rewriting the program someday to support those goals in a firmer sense. I can see it being a great event for students in the same major, new faculty and staff at the beginning of a school year, and even educators in the same department forming teams to engage in friendly competitions between departments. I also still love that it’s a low-stakes introduction to good searching techniques, something I see my students and community members struggle with.
Because the class is primarily an education department one, I struggle a lot with the jargon of the primary and secondary educational system. It’s deepened by the fact that most of my co-students had a class together in this field earlier this semester. Keeping up with that jargon and the technicalities has taken up a lot of my time, and that’s difficult to rectify for me since it won’t ever be useful to me. As far as I can tell, though, I would be participating in many of the same responsibilities that a learning specialist or instructional designer would be in an earlier grade level setting. Particularly since the library does not function as an everyday classroom, I think it’s important to me to build lessons that cater to a wide range of people and that use technology that students will need to know.