Effective Assignments Using Library Resources

Using Library Resources

Through the assignments they make, faculty have the power to influence students' development as seekers and users of information. Many students are not "information literate" when they arrive at the college or begin work in a new subject area. They may not understand how to locate relevant information, or how to think critically about the information sources they encounter. Their course work is often the only opportunity for them to learn the difference between "surfing the Net" and substantive research.

A well-designed library assignment can teach students valuable research skills and improve the quality of their papers. Unfortunately, library assignments also have the potential to confuse and frustrate students, leading to a poorly-written product. Here are some suggestions to keep in mind when developing assignments that require library research.

Set objectives and make them clear to students

A statement of objectives helps students focus on the research-related skills they should learn as a result of the assignment. The following example might be appropriate for a term paper in the social sciences or humanities.

As a result of this assignment, students should learn to:

- Develop a suitable topic for research, using the library reference collection and other sources of
  background information.
- Select and use the most appropriate reference books, full-text databases, and Internet search
  tools to locate relevant and timely materials.
- Distinguish between popular and scholarly sources and detect signs of bias, whether the material
  is in printed form or on the Internet.
- Quote and cite sources in a way that gives proper credit and avoids plagiarism.

Teach research strategies

Research strategies may seem obvious to experienced researchers but are often unknown to students. Breaking down the assignment into research strategy steps will help them accomplish your stated objectives. The following research strategy might be appropriate for the term paper described above.

1. Define your topic using an encyclopedia article or textbook chapter for background information.
2. Develop a list of relevant keywords and phrases to search in the library catalogs.
3. Use the library catalogs to find books on your topic.
4. Use online databases to find more recent information in magazines and journals.
5. Use Internet directories and "search engines" selectively to locate authoritative, high-quality
    web sites.

Research, whether in a library or on the Internet, is a complex process that requires -- and teaches -- flexibility and adaptability. Students benefit from opportunities to reflect on their research strategies and think critically about what they are doing.

Provide resource lists

Resource lists give students a starting point, directing them to the most useful information sources for a particular assignment.

Because so many reference sources are moving from printed to electronic formats, you may want to check the library's listings of Electronic Indexes and Abstracts and Electronic Reference Resources to be sure you are including the latest versions.

Consider alternative designs for the assignment

Here are some possible examples:

- Students prepare an annotated bibliography of information sources on their topics.
- Starting with a significant event or publication in your discipline, students find out more about
  the people and issues involved.
- Students, working in groups, prepare a guide that introduces others to information sources in a
  subject field.
- Students analyze the content, tone, style, and audience of three journals and/or web sites basic
  to your discipline.
- Students compare how a given topic is treated in several different reference sources, both print
  and electronic.
- Students keep a log of their research process, what they found, and how it affected their
  thinking on the topic.

For other alternatives that incorporate library research on a smaller scale than the traditional term paper, see: Ideas for Library/Information Assignments (Memorial University of Newfoundland Libraries) http://www.library.mun.ca/qeii/instruction/assignment_ideas.php

Avoid these common problems

- An entire class looking for one piece of information or researching the same specific topic; especially difficult when printed materials are involved. Students required to use printed materials the library does not own (or does own, but not in sufficient quantity), or online sources they are not licensed to access.

- Students working from incomplete/incorrect information. Students assigned excessively vague or general topics, e.g., "women in Canada," without guidance on narrowing a topic. Students given obscure trivia questions and told to find the answers.

Resentment toward rather than appreciation of library research is the likely result of these assignments. Library assignments are more meaningful if students use the information they find for an authentic task related to the topics covered in the course.

Consult with librarians and use their services:

Consultation
Librarians are regularly available to meet with faculty who are designing or revising library-related assignments. This collaboration helps to generate assignments that refer to the best possible sources, and also lets us make arrangements within the library to accommodate the needs of the assignment. For example, in some cases we may be able to obtain needed items or set materials aside in a special area. To take advantage of this service, call the Library at 744-7540

Instruction
We offer library instruction for most courses, contact Rose de Souza to arrange a presentation tailored to the specific research needs of your students. Use our online request form.

Reserves
Requests to place materials on reserve for your students should be made to Michael Unger. Use our online request form or meet with him in person at the Library Circulation Desk.