Improv and authentic discussion in the library classroom

Thanks to The Innovative Library Classroom Conference organizers for the opportunity to present, and the attendees for attending my session. We applied improv techniques to the art and practice of leading meaningful classroom discussions. We talked about how to build trust with your audience (students); structure questions to encourage learning and reflection in students; follow up on initial responses to get students thinking more deeply; and deal with that awkward silence that sometimes happens -- taking into account that in library instruction we often have very little time to work with. Attendees were good sports, volunteering right off the bat to engage in improv activities, and sharing valuable insights throughout. For more on my session, see slides.

Game: Yes, and

The improv philosophy is one of accepting what's offered to you and building on it. In improv, it means whatever is said or offered by another player is the new reality. Knowing that whatever is said or done will be met with acceptance is the liberating feature that allows people to take chances, stretch their thinking, and be in the moment. "Yes, and" is not so much about agreeing, but rather acknowledging and accepting what is offered and moving things forward. This game helps build trust, confidence, collaboration and a positive environment. Imagine using "Yes, and" in a planning meeting. Oh, the possibilities. Try using "yes, and" in response to student comments in classroom discussions or colleague contributions in meetings. This affirming response encourages them flesh out and expand their ideas.

How to play

• One player makes a statement. Every subsequent statement begins with an enthusiastic "Yes, and" . The starting statement doesn't have to be library related, but it can be. This game can be played among partners, or among larger groups. In groups, players can take turns sequentially, or they can stand in a circle and make eye contact with another person in the circle indicating that that person will go next, or people can call out responses randomly. For extra energy, have the entire group chime in on the "Yes, ands"

• Example
  1st player: There's a pingpong table in the library
  Group: YES,AND...2nd player: it's so popular we have lines of people waiting to playGroup: YES,AND...3rd player: we decided to spend our entire book budget on pingpong ballsGroup: YES,AND...4th player: the room where we store all the balls has become a ball pit
  Group: YES,AND...
  5th player: we started charging admission to this room Group: YES,AND...6th player: it's solved our budget crisis.

• Variation
  You could pair this exercise with a similar "Yes, but" exercise to compare what happens and how it makes people feel.

Game: Keyword Taboo

Here's a little game to play with your students to get them thinking about alternative keywords.

How to play

• Librarian asks a student to share her research topic with the class. As the student describes it, the librarian writes on the board the key words that the student uses. Now the librarian asks the class to generate a list of words to use in researching this topic. But this time they cannot use any of the words written on the board.

• Example
  Student: I'm researching pay to play and college athletes.
  [Librarian writes pay-to-play college athletes on the board]
  Librarian: What words can we use to get at this topic without using the words on the board?
  Class: Sports athletics compensation higher education NCAA
• Variation
  Have students work in pairs or small groups, sharing topics, writing down "taboo" words, and listing alternative keywords.

Game: New Choice

Reference work requires the ability to change course or strategy on the spot. We are constantly responding to questions and situations that are unique and therefore impossible to prepare for. When one approach doesn't pan out, we need to be able to try something different. 

Teaching always involves an element of improv. But library teaching often has an extra dose, because librarians often teach at the request of another instructor, but have little to no control over student preparation, class culture, research topics, etc. When a librarian plans a lesson based on the premise that students will have identified research topics, but the students show up without yet having thought about research topics, the librarian has to change course. This is a game that hones .

Planning involves creative thinking in exploring new possibilities, stretching ourselves beyond the obvious choices, and considering alternatives.

New choice helps hone librarian's ability to change course on a dime and move beyond the obvious.

 How to play

• Three players.

• Two players are given a situation. It doesn't have to be library related, but it can be. They begin acting out a scene. The third player is the caller.  During the scene, the caller can occasionally call out "New choice," requiring the player to back up to the last verbal choice made and try a new one.

• Example
  Scenario: two students meeting in the library. As the scene develops, it appears that one is attracted to the other...
  Player one: Do you have a piece of paper I can borrow?
  Player two: I do, but you'll have to leave collateral
  Caller: New choice!
  Player two: I do, but it has my name and phone number written on it
  [scene continues until the caller calls "New choice" again]

• Variation
  In addition to verbal choices, the caller can ask for new choices in movement or sound effects by calling out "New choice sound effect," or "New choice movement."