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