Humor in the Classroom: Implications for the Bibliographic Instruction Librarian

As the theoretical foundations of bibliographic instruction are examined increasingly in the context of learning theory and teaching methods, comparisons with the classroom environment found in academic settings are inevitable. The specific role of humor in the college classroom and its effect upon both learning and the communicative climate has been of interest to educational researchers, producing a concomitant body of literature. Characteristics peculiar to the bibliographic instruction classroom suggest that humor may have special benefits when employed by the librarian involved in user education. However, research studies indicate the need to take a second look at assumptions about the results of humor in the college classroom, particularly in the context of bibliographic instruction program objectives.