“Less is more” is the oft heard rallying cry in library instruction. But how does this apply to a credit bearing information literacy course? Less what? And how do you decide? Learn how to encourage deeper learning and make your class more meaningful by replacing lectures, demos and tests with activities, practice and feedback. Cognitive development studies show that traditional teaching techniques aren’t as affective with today’s undergraduates. This presentation reveals how backwards course development and authentic assessment can successfully re-focus and strengthen an overstuffed course.
Zwemer, Diane, "No Lectures, No Demos, No Tests! How to Succeed in the Classroom without Even (Doing What You Thought Was) Teaching" (2011). LOEX Conference Proceedings 2009. Paper 20.