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Comedy Central: Humor Comedy Central: Humor in Library Instructionin Library Instruction
Billie E. WalkerBillie E. Walker
Penn State – BerksPenn State – Berks
Reference LibrarianReference Librarian
KEEP IT KEEP IT REALREAL
Humor in the classroom is a Humor in the classroom is a twentieth century twentieth century phenomenon phenomenon
(Wandersee, 1982)(Wandersee, 1982)
Benefits of Humor to LearnersBenefits of Humor to Learners
Retention of MaterialRetention of Material
Student-teacher RapportStudent-teacher Rapport
Attentiveness and InterestAttentiveness and Interest
Motivation towards and Satisfaction Motivation towards and Satisfaction with Learningwith Learning
Benefits of Humor to LearnersBenefits of Humor to Learners
Playfulness and Positive AttitudePlayfulness and Positive Attitude
Class DiscussionClass Discussion
Academic StressAcademic Stress
Anxiety toward Subject MatterAnxiety toward Subject Matter
(Korobkin, 1988)(Korobkin, 1988)
FunFun Mood Mood
An instructor who actively shares An instructor who actively shares in the humor helps to cultivate in the humor helps to cultivate freer interaction, idea generation freer interaction, idea generation and group cohesiveness while and group cohesiveness while reducing social anxiety, reducing social anxiety, conformity, and dogmatism.conformity, and dogmatism.
(Ziv, 1976)(Ziv, 1976)
Why Use Humor in the Why Use Humor in the Classroom?Classroom?
Two important reasons:Two important reasons:
• Librarian-Student ConnectionLibrarian-Student Connection
• Engages Student in the Learning Engages Student in the Learning ProcessProcess
The planned use of humor can The planned use of humor can spark student recall long after spark student recall long after the lesson is over.the lesson is over.
(Kaplan & Pascoe, 1977)(Kaplan & Pascoe, 1977)
Laughter is the Best Medicine
Library AnxietyLibrary Anxiety
Library anxiety can be described as Library anxiety can be described as “an uncomfortable feeling or “an uncomfortable feeling or disposition experienced in a library disposition experienced in a library situation” situation”
(Jiao, Onwuegbuzie & Lichtenstein, (Jiao, Onwuegbuzie & Lichtenstein, 1996) 1996)
Library anxiety Library anxiety
Relative size of the libraryRelative size of the library Lack of knowledge about the location of Lack of knowledge about the location of
materials, equipment, and resources of materials, equipment, and resources of the librarythe library
How to initiate library researchHow to initiate library research How to proceed with a library search How to proceed with a library search
(Mellon, 1986). (Mellon, 1986).
Library anxietyLibrary anxiety
Students often perceive that they are Students often perceive that they are the only ones who do not know how to the only ones who do not know how to use the library and who lack library use the library and who lack library skills.skills.
High-anxious students feel that other High-anxious students feel that other students are adept at using the library, students are adept at using the library, while they alone are inept. while they alone are inept.
(Mellon, 1986) (Mellon, 1986)
Inappropriate humor in the Inappropriate humor in the ClassroomClassroom
EthnicEthnicRacistRacistSexist Sexist ReligiousReligiousInsult or sarcasmInsult or sarcasm
Any word, object, or Any word, object, or
action that violates a action that violates a
person’s values, moral person’s values, moral
principles, or norms of principles, or norms of
behavior would be behavior would be
offensive (Veatch, offensive (Veatch, 1998).1998).
Culture-Free HumorCulture-Free Humor
Student LifeStudent LifeTypes of CoursesTypes of CoursesTechnology problems, especially PCsTechnology problems, especially PCsMega-hit MoviesMega-hit MoviesPetsPetsFoodFood
Factors That Can Affect Laughter Factors That Can Affect Laughter
in the Classroomin the ClassroomPhysical Arrangements Physical Arrangements
“Sardine-Can Theory of Laughter”“Sardine-Can Theory of Laughter”
Class SizeClass Size
Classroom AtmosphereClassroom Atmosphere
GenderGender
Creating Magic in the Creating Magic in the ClassroomClassroom
Humor as a Humor as a tool for library instruction is not tool for library instruction is not
for everyone for everyone
Cultivating One’s Sense of Cultivating One’s Sense of HumorHumor
Be NaturalBe NaturalSelf-ConfidenceSelf-ConfidenceLaughs at the trails and trivialities of Laughs at the trails and trivialities of
lifelifePresentation SkillsPresentation SkillsAudience NeedsAudience NeedsBe Spontaneous Be Spontaneous
How Do You Learn to Be How Do You Learn to Be Funny?Funny?
Selectionist ApproachSelectionist Approach
Frequency and SensitivityFrequency and Sensitivity
Classroom ApplicationClassroom Application
Selectionist ApproachSelectionist Approach
Generate a large pool of jokesGenerate a large pool of jokes Practice themPractice them Test them outTest them out Fine tune themFine tune them Select the best onesSelect the best ones Get a job at a comedy clubGet a job at a comedy club Leave academiaLeave academia Star in your own sitcomStar in your own sitcom Become rich and famousBecome rich and famous
Frequency and SensitivityFrequency and Sensitivity
Two variables are critical to learning Two variables are critical to learning this process:this process:
• Joking frequencyJoking frequency
• Sensitivity to social responsesSensitivity to social responses
Classroom ApplicationClassroom Application
PropsPropsAnecdotesAnecdotesPersonal ExperiencesPersonal ExperiencesCartoonsCartoonsHumorous Questions and ExamplesHumorous Questions and ExamplesMusicMusic
Assessment Assessment
The simplest and most feasible The simplest and most feasible
approach to obtaining feedback is approach to obtaining feedback is
to ask your students directly.to ask your students directly.
(Berk, 2002)(Berk, 2002)
Scale ConstructionScale Construction
Does humor help to improve the Does humor help to improve the students ability to learn the subject students ability to learn the subject matter? matter?
Does humor help to grab the Does humor help to grab the students attention, increase their students attention, increase their interest, reduce anxiety/stress, interest, reduce anxiety/stress, and make class fun?and make class fun?
SuggestionsSuggestions
LIGHTS, CAMERA, ACTIVE LIGHTS, CAMERA, ACTIVE LEARNINGLEARNING
Are you a performer?Are you a performer?
Lecture from a script, notes or memoryLecture from a script, notes or memoryDemonstrate concepts with propsDemonstrate concepts with propsManipulate your voice (volume, pitch)Manipulate your voice (volume, pitch) Inject humorInject humorAdd musicAdd music
Billie’s ExamplesBillie’s Examples
One-linersOne-linersWeb DeceptionWeb DeceptionSelf-DeprecatiionSelf-DeprecatiionWacky but True Wacky but True MusicMusic
Comedy Central: Humor in Comedy Central: Humor in Library InstructionLibrary Instruction
ConclusionConclusion
Humor is not a substitute for Humor is not a substitute for teaching, but when used properly teaching, but when used properly it can be a powerful and delightful it can be a powerful and delightful tool for library instruction.tool for library instruction.
Not every example needs to be funny. Not every example needs to be funny. Try to strike a balance.Try to strike a balance.
BibliographyBibliography
Berk, R.A. (2002). Humor as an instructional Berk, R.A. (2002). Humor as an instructional defibrillator. Stylus Publishing.defibrillator. Stylus Publishing.
Kaplan, R.M. & Pascoe, G.C. (1977). Kaplan, R.M. & Pascoe, G.C. (1977). Humorous Humorous
lectures and humorous examples: Some lectures and humorous examples: Some effects upon comprehension and retention. effects upon comprehension and retention. Journal of Educational Psychology. 69:61-65.Journal of Educational Psychology. 69:61-65.
Korobkin, D. (1988). Humor in the Korobkin, D. (1988). Humor in the classroom: Considerations and Strategies. classroom: Considerations and Strategies. College Teaching. 36:154-158.College Teaching. 36:154-158.
BibliographyBibliography Mellon, C.A. (1986). Library anxiety: A Mellon, C.A. (1986). Library anxiety: A
grounded theory and its development. grounded theory and its development. College and Research Libraries. 47:160-165.College and Research Libraries. 47:160-165.
Wandersee, J.H. (1982). Humor as a Wandersee, J.H. (1982). Humor as a teaching strategy. The American Biology teaching strategy. The American Biology Teacher. 44:212-218.Teacher. 44:212-218.
Veatch, T.C. (1998). A theory of humor. Veatch, T.C. (1998). A theory of humor. HUMOR: International Journal of Humor HUMOR: International Journal of Humor Research. 11:161-215.Research. 11:161-215.
Ziv, A. (1976). Facilitating effects of humor Ziv, A. (1976). Facilitating effects of humor on creativity. Journal of Educational on creativity. Journal of Educational Psychology. 68:318-322. Psychology. 68:318-322.
Comedy Central: Humor in Comedy Central: Humor in Library InstructionLibrary Instruction
Contact Info:Contact Info:
Billie E. WalkerBillie E. Walker
Penn State – BerksPenn State – Berks
Reference LibrarianReference Librarian
bew11@psu.edubew11@psu.edu
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