1. Humor*  Expressing personality  Establishing trust  Delivery and competence  Reducing student anxiety *Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

5. Humor*  Expressing personality  Establishing trust  Delivery and competence  Reducing student anxiety  Gaining and maintaining student attention *Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

7. Humor*  Expressing personality  Establishing trust  Delivery and competence  Reducing student anxiety  Gaining and maintaining student attention  Fighting instructor burnout *Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

9. Humor*  Expressing personality  Establishing trust  Delivery and competence  Reducing student anxiety  Gaining and maintaining student attention  Fighting instructor burnout  Comprehension and information retention *Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

11. Humor*  Expressing personality  Establishing trust  Delivery and competence  Reducing student anxiety  Gaining and maintaining student attention  Fighting instructor burnout  Comprehension and information retention  Undermining negative stereotypes *Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

13. Humor*  Expressing personality  Establishing trust  Delivery and competence  Reducing student anxiety  Gaining and maintaining student attention  Fighting instructor burnout  Comprehension and information retention  Undermining negative stereotypes  Self-Deprecating *Adapted from Vossler, J. J., & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa Barbara, Calif: Libraries Unlimited.

15. Looking at the student research process through comics*  Student need to be heard  A way to reflect and summarize  Critical thinking and questioning assumptions  Framing themselves as characters  The drama and conflict of research  An attempt to validate student experience  Opportunities for more authentic assessment**  Potential overall improvement of student learning***  Visit me at LOEX! *Adapted from Detmering R., and Johnson A.M. “‘Research Papers have Always Seemed Very Daunting’: Information Literacy Narratives and the Student Research Experience.” Portal 12.1 (2012): 5–22. **McKinney, P. A., & Sen, B. A.. (2012). Reflection for learning: understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2), 110–129. ***McGuinness, C., & Brien, M. (2007). Using reflective journals to assess the research process. Reference Services Review, 35(1), 21–40.

16. Information Now!  Comic guide to student research and information literacy.  Set to be published fall 2014 by The University of Chicago Press  Approximately 125 pages Sometimes, information literacy is as simple as holding the book correctly.