Designing Effective Library assignments
An effective library-related assignment:
- Incorporates the course goals and objectives into the assignment
- Promotes use of high-quality resources
- Encourages critical thinking skills
- Reinforces the research process
- Improves the quality of student papers and projects
We offer these tips to instructors when developing
library-related assignments (click the links to view details):
FAQ's
Consult
with a Librarian
A librarian will be happy to assist you in designing an effective
library-related assignment. We can also help in determining if an existing
assignment is feasible given our collections strengths and weaknesses or in
verifying that the library holds adequate resources for an assignment. Fill
out an assignment consultation request here.
Prepare Students for
Success
If requiring students to conduct extensive library research, consider
scheduling a
library instruction session for your class. A librarian will work with you
to design a library session tailored to your course and/or discipline, covering
discipline specific resources and research strategies. You
can also encourage your students to get research help by scheduling a one-on-one
research consultation with a librarian.
Try Your Assignment
Before giving the assignment to students try completing it yourself or have
someone else test it. Is the assignment feasible? Are the sources
readily available? The libraries’ collections change and improve all the time –
sources migrate from print to online; databases are added; locations change,
etc. Please check your assignments regularly so that you are not asking students
to use outdated sources or materials that are no longer available.
Avoid Scavenger
Hunts
As a means of teaching information literacy or research skills, scavenger
hunts are generally ineffective. Searching for random facts or locations in the
building does not help students learn research skills or teach them to think
critically about locating information. They often see these
assignments as busy-work and come to resent the research process and experience
frustration with the library. Librarians can help you design assignments that
will help students develop practical and course specific information literacy
skills.
Clarify the Term
"Internet Resource"
If you wish to limit use of Internet resources, clarify what you mean by an
"Internet resource." Do you mean ALL information delivered via the web including
subscription database content, e-journals, and e-books or just "free" websites
found using search engines? Many students fail to realize that even though
subscription databases are accessible via the web they are typically not
considered an “Internet resource”. Be specific about what you want
them to avoid.
Acknowledge Internet
Reality
There is a vast amount of information available on the open/free web, some
good and some bad. High-quality, useful websites are out
there – it just takes time and effort to locate them. Rather than discouraging
or prohibiting the use of Internet resources let us help your students develop
the critical thinking skills necessary to evaluate and select good Internet
resources.
Be Flexible in
Source Format
Keep in mind that limiting students to print sources physically located in
the library can be problematic. Many library resources are moving to an online
format and are no longer being received in print. If students are instructed to
locate something in “print only” many times they randomly select an item off the
shelf and use it to fulfill the assignment requirements. This does not help
students learn to use the library effectively or think critically about locating
information. A better approach is to work with a librarian to develop a course
specific library-related assignment. Such an assignment encourages students to
use appropriate resources to locate the best, most appropriate information,
regardless of format.
Don't Assume Prior
Library of Research Experience
Many times technology/computer skills are equated with information
literacy/research skills. In reality, many students, even those at the graduate
level, lack solid research skills and familiarity with libraries. Terms like
peer-review, periodical index, database, etc., are often new concepts. Students are
unaware of the differences between search engines like Google and subscription
databases such as Academic Search Elite. We can help by conducting a
library instruction session for your class. You can also encourage students
to get research help by scheduling a one-on-one
research consultation with a librarian.
Use Course Goals and
Objectives
Let course goals and objectives direct library-related assignments. Consider
the information literacy or research skills students need to develop as part of
the course. The Association of College and Research Libraries
provides a list of
Information Literacy Competency Standards for Higher Education that can be
incorporated into assignments at all levels and in all disciplines.
Alert the Reference
Staff
Please share a copy of library-related assignments on which your students
will be working with the Reference Librarians. Knowing your expectations and
instructions will help us provide better service and prevent student frustration
and confusion. Assignments can be emailed to
dlthompson@una.edu, submitted using this
form, or sent through campus mail to
the Instructional Services Librarian, Collier Library, UNA Box 5028. We
will keep a copy of the assignment on file at the Reference Desk in Collier
Library for use in helping your students.
