Designing Effective Library Assignments

Designing Effective Library Assignments

Effective Library Assignments | Common Problems | Assignment Ideas | Useful Handouts
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Effective Library Assignments

  1. Explain the assignment clearly, preferably in writing
     Give students a clear idea of what the assignment involves, suggesting types of sources to be used. Give complete citations for specific works.
  2. Articulate your research objectives clearly
     Is the research objective to learn to conduct research, to learn the types of sources of information available in a specific discipline of subject area, or to learn to incorporate research into a paper or project?
  3. "Test Run" your assignment with a librarian
     A librarian will be able to catch potential problems with an assignment that are related to the sources of information and to the skills necessary to find the resources. Work with a librarian to achieve the assignment's research goals. Try out the assignment yourself to make sure it can be completed realistically.
  4. Check that the library has the necessary resources
     There is nothing more frustrating for students, for librarians, and for you than to discover, after the fact, that an assignment can't be completed because the library doesn't own or have access to the necessary material.
  5. Arrange for course-related instruction
     Librarians will design a class targeted to address your assignment, covering the appropriate resources and techniques. Please contact Mary Lynn Bensen bensenml@oneonta.edu, x2729, to schedule a class.
  6. Plan the library session for when students are ready to begin their projects
     Motivation, motivation, motivation. Knowing the when, what, and how of a particular assignment motivates the students to make good use of their time in the library. Give students the assignment before they come to the library session.
  7. Alert the librarians - send a copy of your assignment
     Regardless of whether you schedule a library session with your students, send a copy of the assignment to the Milne Library Reference Department so that librarians can be prepared to best help your students.
  8. Present a realistic picture of the Web
    1. Emphasize critical evaluation of Web sources
      When the Web is the best or sole source for the kind of information you require, recommend specific sites, specific expert lists of links, or specific directories to help them find authoritative, timely and useful information. Otherwise students need guidance in selecting the best and most appropriate sites from the many they will find in their Google/Yahoo! searches. Use this handout as a guide: Evaluating Web Sites (pdf).
    2. Database vs. Web (fee vs. free)
      Many traditional and peer reviewed resources are available via the Web, including the full text of scholarly journals, newspapers, reference books, and government documents. Databases such as Lexis-Nexis and JSTOR are the equivalent of traditional periodical indexes with sophisticated searching capabilities. The resources these databases contain cannot be located using a web search engine because they are available only by subscription. It's important to clarify for your students the difference between free sources on the Internet and database subscription sources available via the Internet, i.e. fee vs. free sources.
  9. Specify the level of research expected
     How many sources are required? Are you specifying that the sources be periodical articles, books, web sites? Must the sources be scholarly papers or research studies, or can they be articles from popular magazines?
  10. Discuss plagiarism with your students
     Don't assume they know what it is and when they are doing it. Make it clear that you have the means to check their work for plagiarism. The college subscribes to Turnitin.comwhich is available through TLTC.
  11. Refer students to the Reference Desk
     Many students are shy about asking for help when they really need it. Assure them that the librarians are there specifically to help them.
  12. Specify a style manual for papers and bibliographies
     Librarians are frequently asked by students for help writing citations: be sure you clarify whether they need to follow APA, MLA, Chicago, etc.
  13. Use appropriate terminology  Information Competence Vocabulary
     Students need to search for "articles" not "journals." Modern library tools are now more geared to finding articles in databases than looking for individual journals by title. Students come wanting to use the "computers" in the library; since there are hundreds of choices of tools (periodical databases, search engines, online catalogs) available on computers, it is important that the students understand the differences and have an idea of what exactly on the "computers" they are being instructed to use.
  14. Update, update, update
     Library resources change rapidly. An assignment that works this semester may not work well next semester. For example, the library may no longer subscribe to a particular database, new resources may be even more appropriate for the assignment than some of the old ones, or a database itself may have changed.

Common Problems

1. Don't assume students have research skills or knowledge of the library

Students may be familiar with the Internet, but they often have little experience with traditional sources of information, or with the appropriate indexes and tools to find reliable information. Many are intimidated by the library itself. You may need to recommend some resources and possible starting places.

 

2.Avoid scavenger hunts and trivia

Roaming around the library looking for trivia is not research and tends to promote learned helplessness. Usually the librarians end up doing this type of "research."


3.Incomplete or incorrect information for the sources you wish them to use

For example, don't tell your students to use Standard & Poor's since S&P publishes many well-known reference books. Be more specific by asking them to use Standard and Poor's Industry Surveys.  If you need a complete and accurate citation consult a librarian.


4. Avoid assignments that rely on a handful of sources or a limited number of topics

Thirty students trying to use one or two books or journal articles is frustrating for everyone. Experience has shown that this type of assignment leads to misplacement, loss, and mutilation of resources. If specific resources must be used, consider placing them on reserve. Be cautious about asking too many students to research the same topic, thus exhausting library resources.

 

5. "I'm not allowed to use the Internet."

Librarians commonly hear this from students. Traditional resources (books, reference sources, journal indexes and articles, government documents, etc.) are available on the Internet in increasing numbers. Clarify for your students the difference between Googling and using a legitimate library database such as Expanded Academic ASAP, or using a U.S. government web site rich with federal documents. The Web is simply a delivery vehicle. Teach your students how to assess the quality of information rather than damning the medium.  For example, require that they use " scholarly" or " refereed" journals. That way, the quality of the publication is the key point, not its medium.

 

Assignment Ideas

Handouts to Assist in Library/Research Assignments

Tutorials