Well-designed course-related library assignments are an effective way to introduce students to library research. The following guidelines are meant to insure students a positive library experience and reinforce library use as a means of learning.
1. Consult with a Reference Librarian before you give the assignment
Librarians will work with you to design an appropriate assignment that will achieve your course goals/objectives. Sending a copy of the assignment to your library faculty subject specialist before you give it to your students will ensure that the library staff is ready to help your students when needed.
2. Assume minimal library knowledge
Although many students may be familiar with using some library tools (e.g., dictionaries, encyclopedias, etc.), few really understand the intricacies of using the catalog, databases or searching for electronic journals.
3. 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, accurate citations for specific works.
4. Always be sure the library holds the needed information
There are few experiences more frustrating than looking for what does not exist or has been checked out. Use the Library's Reserve service for materials that many students need to use. Send an advance copy of the assignment and its due date to your library faculty subject specialist or the Coordinator of Library Instruction.
5. Avoid the mob scene
Dozens of students using just one book, article, or index, or looking for the same information usually leads to misplacement, loss, or mutilation of materials. Give students a variety of topics and sources. Use the course reserves as needed; use photocopies of "classic" articles if you can conform to fair-use practices.
6. Avoid scavenger hunts
Searching for obscure facts frustrates students, can cause chaos in the library stacks, and teaches students little about research. If planning a library exercise, talk to your library faculty subject specialist about designing one appropriate to the class.
7. Teach research strategy when appropriate
Include a list of steps involved in the research assigned. Invite your library faculty subject specialist to review strategies for the assignment with the class and discuss appropriate tools or types of materials.
8. Present a realistic picture of what is, and what is not, on the Web
In general, refrain from encouraging students to use the Web as the only source for information. Students need to know that those expensive databases to which libraries subscribe usually provide quality information that is much easier to find than the kind of hit-or-miss Web searching students often do. 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.
9. Do not forbid the use of web based materials
Rather, require that they use "scholarly" or "refereed" journals. That way, the quality of the publication is the key point, not its medium.
10. 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. Telling students that they need to get some "articles" on a subject rather than "journals" goes a long way in avoiding confusion.
With sufficient lead time, librarians can provide presentations and written materials geared specifically to your course and assignment, as well as general orientations for more inexperienced students. Please request instruction for you students!
Christy R.Stevens
Instruction Coordinator
crstevens@csupomona.edu
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