Health Sciences Librarian and Assistant Professor, Mathewson-IGT Knowledge Center, University of Nevada, Reno, NV,
J Med Libr Assoc. 2019 Jul;107(3):304-313. doi: 10.5195/jmla.2019.608. Epub 2019 Jul 1.
The review sought to gain a better understanding of humor's use and impact as a teaching and learning strategy in academic library and health sciences instruction and to determine if the most common techniques across both disciplines can be adapted to increase engagement in medical libraries' information literacy efforts.
This narrative review involved retrieving citations from several subject databases, including Library, Information Science & Technology Abstracts; Information Science & Technology Abstracts; Library & Information Science Source; PubMed; and CINAHL. The author limited her review to those publications that explicitly addressed the use of humor in relation to some form of academic library or health sciences instruction. Studies examining use of humor in patient education were excluded.
Scholars and practitioners have consistently written about humor as an instructional strategy from the 1980s onward, in both the library literature and health sciences literature. These authors have focused on instructors' attitudes, benefits to students, anecdotes, and best practices summaries. Overall, both librarians and health sciences educators have a positive opinion of humor, and many instructors make use of it in their classrooms, though caution and careful planning is advised.
Commonalities between the library and information science literature and health sciences literature provide a cohesive set of best practices and strategies for successfully incorporating comedy into library instruction sessions. Health sciences librarians can adapt several of the most commonly used types of instructional humor (e.g., silly examples, cartoons, storytelling, etc.) to their own contexts with minimal risk.
本综述旨在更深入地了解幽默作为一种教学策略在学术图书馆和健康科学教学中的应用和影响，并确定这两个学科中最常见的技巧是否可以被改编，以提高医学图书馆信息素养工作的参与度。
本叙述性综述涉及从几个主题数据库中检索引文，包括图书馆、信息科学与技术文摘；信息科学与技术文摘；图书馆与信息科学资源；PubMed；和 CINAHL。作者将她的综述限制在那些明确涉及幽默在某种形式的学术图书馆或健康科学教学中的应用的出版物。不包括研究幽默在患者教育中的应用的研究。
学者和从业者从 20 世纪 80 年代开始就在图书馆文献和健康科学文献中一直写到幽默作为一种教学策略。这些作者关注的是教师的态度、对学生的好处、轶事和最佳实践总结。总的来说，图书馆员和健康科学教育者对幽默持积极态度，许多教师在课堂上使用幽默，但需要谨慎和精心规划。
图书馆和信息科学文献与健康科学文献之间的共同点为成功地将喜剧融入图书馆教学提供了一套连贯的最佳实践和策略。健康科学图书馆员可以将几种最常用的教学幽默类型（例如，愚蠢的例子、卡通、讲故事等）改编到他们自己的环境中，风险最小。
