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122). Examples can be actual, physical documents that have humorous titles or subjects or may be purely verbal, such as funny search terms (Fulton, 1985). Analogy is another form of the humorous example, which can be effective as an instructional tool in addition to being funny. Humorous analogies “have been used successfully for decades, however, to aid understanding in other fields” (Sutherland & Winters, 2001, p. 307). Illustrating an unfamiliar concept using a funny analogy connects the idea being taught with an entertaining and memorable concept.

Professor Daniel E. Berlyne published an essay in which he discussed “anticipatory arousal,” in which the individual anticipated or forecast what was going to happen to him or her (whether good or bad), with a concomitant increase of arousal in readiness for whatever might befall. However, if the forecast was incorrect, the increased level of arousal could be dissipated in laughter (Haig, 1988, p. 26). For more on Berlyne’s theory see Chapter 3. Assuming that the students in the classroom are anticipating either a dull lecture or a boring class, then, applying Berlyne’s theory, one would easily be able to get a laugh out of them.

The advantages do not remain in the classroom, either: “People who have fun at work are more creative, more productive, get along better with co-workers, and are better decision makers. They also call in sick less often” (Bryson, 2008, p. 95). Even if humor fails to be the panacea that Bryson describes, integrating humor into library instruction offers a myriad of beneficial side effects for the instructor, any one of which would likely make the effort worthwhile. Apart from the benefits imparted by experiencing humor in the library instruction setting, students stand to benefit from being taught by an instructor who enjoys humor: “Adding humor to the material helps keep the librarian interested.