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- Welcome Back! August 17, 2017
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- Law Librarians Conference Hard August 15, 2017
- Change Is The Only Constant August 8, 2017
- Dealing with Self-Plagiarism (a.k.a. Text Recycling) in Law Reviews August 1, 2017
- ottostockmeyer on If You Come at the Justice, You Best Have Sources
- Why LawArXiv? | LIPA: Legal Information Preservation Alliance on Why LawArXiv?
- Teri Townsend on Getting Users Out Of Their Seats
- In Praise of the Reflective Essay: The Mushy and the Meta | RIPS Law Librarian Blog on Uncertainty and Legal Research
- Be Our Guest…at the first-ever RIPS Virtual Annual Meeting | RIPS Law Librarian Blog on 2017 RIPS Penguin Adoption & Stuffed Penguin Giveaway
- Beth Van Fossen on On Sabbaticals and Term-Limits
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I have attended a few classes in which the instructor used an audience response system (also known as “clickers”), and I felt that they enhanced my learning experience. They definitely helped reinforce concepts from the lecture or clear up misunderstandings I may have had. Despite my positive experiences, I have yet to incorporate audience response systems into any of my workshops. I think the main reason for my reluctance is fear–fear of fumbling around with a new piece of technology, fear that they will start malfunctioning mid-class, and fear that the students will accidentally walk away with them.
An article from the most recent issue of Perspectives (Click to Refresh: Audience Response Systems in the Legal Research Classroom, by Pamela Rogers Melton) has encouraged me to rethink incorporating clickers into the classroom. While investigating the issue, I found some helpful materials online: a wiki article from the ALA Conference Materials Archive provides basic information and a nice bibliography; and an article in Educause Quarterly sets out the pros and cons of using them in library presentations.