Lectures and presentations form a large part of many training courses in information literacy. The training is, however, often supplemented by practical exercises or task-based teaching strategies. Large or heterogeneous groups pose special educational challenges for the Teaching Library. It is then important to move away from instruction and teacher-based methods and employ activating methods. The didactic analysis models DIAMOND and DYMIK help to analyse one’s own teaching methods. The MOMBI model (Model-of-Model-Based Instruction), developed by Ulrike Hanke at the Institute of Educational Sciences of the University of Freiburg, sees learning as an active and constructive process. MOMBI assumes that the learning process is only initiated when there is an imbalance. This imbalance can be caused by provocation or activation. Teachers trigger this imbalance through information, support and practice, students through research, incorporation and consolidation.
Further Information
Hanke, Ulrike & Sühl-Strohmenger, Wilfried (2011). Grundlagen der Didaktik für Bibliothekskurse und ein Modellvorschlag: versuchen Sie es doch mal mit „MOMBI“!.Berlin.
Bauer, Lydia, Böller, Nadja & Hierl, Sonja (2009). DIAMOND: didactical approach for multiple competence development. Chur: Arbeitsbereich Informationswissenschaft.
Gran, Meike (2008). Didaktik und Methodik von Präsenzveranstaltungen zur Vermittlung von Informationskompetenz an Hochschulbibliotheken: Grundlagen, Modelle, Perspektiven. Köln: Fachhochschule Köln, Fakultät für Informations- und Kommunikationswissenschaften.