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Well-designed course-related library assignments are an effective way to introduce students to library research. The following guidelines will help give students a positive library research experience.

PLANNING
1. Consult with a librarian before the assignment.
Librarians will work with you to design an assignment that will achieve your course goals/objectives. Send a copy of the assignment to Susan Herzog, Information Literacy Librarian, to ensure that library staff is ready to help your students.

2. Assume minimal library knowledge.
Although many students are familiar with Web search engines, few really understand the intricacies of subject headings or keyword searching used by most research databases. Most students have never used research journals, only popular magazines such as Time and Newsweek. The information environment changes rapidly. As a result, students may need an introduction (or re-introduction) to current library resources. Many students have no prior experience using Smith Library. Even students who have attended a previous library orientation may not have received information relevant to the needs of your current assignment. Keep in mind that transfer or new graduate students may have no prior experience using our Library.

3. Request an information literacy instruction session for your class to familiarize students with research techniques and sources. The library offers a variety of customized orientations and/or advanced information literacy instruction sessions. Early scheduling can guarantee that a librarian and library facilities will be available to fit your specific course needs.

4. Give library research assignments in writing to reduce confusion.
Tell students what purpose the research assignment serves. Describe the specifics of the assignment (e.g., length, acceptable types of sources, format for references/bibliography - APA, MLA, etc.). Give students a printed list of sources when there are specific sources you want them to use.

5. Ask librarians for suggestions about sources.
When designing assignments for your students, it can be helpful to consult with your library liaison regarding resources available at Smith Library. Librarians will be happy to answer any questions you may have. The Library regularly updates and adds to its resources. New sources and ways of accessing information occur with increasing frequency. By checking your assignments regularly, you can make certain that you are not asking your students to use outdated or withdrawn sources.

6. Select terminology carefully and define any questionable words.
Students tend to take library research assignments at face value and may be confused by terms that they cannot interpret definitively. For example, does "don't use the Internet," include CONSULS, our online catalog or one of the Library's paid subscription databases (accessed via the Internet)? Do students understand what is meant by "primary" or "secondary" sources (if you require their use)?

7. Set realistic deadlines.
Remember to allow for students' inexperience and for the availability of materials (need for Interlibrary Loan). Encourage students to use the Assignment Calculator.

8. Avoid very current topics or local topics.
If your assignment requires students to locate scholarly articles on their topic, remember that very current topics and local topics may only appear in newspapers or popular magazines. In some cases there may be little or nothing published about the topic.

LOGISTICS

1. Test your library assignment by doing it yourself.
Sometimes an assignment that looks great on paper doesn't work well in practice. It may require students to have research skills they have not been taught. Also, the assignment may need more detailed instructions or require the use of resources that go beyond the objectives covered in your information literacy instruction session. Whatever the reason, sometimes a library assignment doesn't work. It's good to know that before you give it to your students.

2. Always be sure the library has the needed material or source.
There are few experiences more frustrating than looking for something that does not exist, (e.g. has been checked out, has been replaced with a different title, or is not in our collection.) Use the Library's Reserves service for materials that many students need to use. Check with your liaison in advance of the assignment to assure availability of and access to required library resources.

3. Avoid the mob scene.
If an entire class has the same assignment, students find themselves competing for materials, which often leads to misplacement, loss, or mutilation of library materials. It also can frustrate students by preventing them from completing the assignment. As an alternative, instead of requiring the entire class to research the Enron bankruptcy scandal, you might ask them to research corporate accounting and white collar crime. If it is necessary for a whole class to use a particular source or set of sources, it may be helpful to place them on reserve.

4. Avoid scavenger hunts.
Searching for obscure facts frustrates students, can cause chaos in the library stacks, and teaches students little about research. Librarians rather than the students frequently end up locating the answers. When planning a library exercise, contact Susan Herzog, Information Literacy Librarian, to collaborate on designing an effective assignment for your class.

5. Prior to handing a library assignment out to your students, consider providing the Reference Desk with an advance copy. With a copy of the assignment in hand, reference librarians are better able to assist students in finding the resources they require. Most helpful is a copy of the library assignment, along with its due date and any special requirements, e.g., a special focus on books, magazines, or peer-reviewed scholarly journals, currency of sources, etc. It's also helpful to include your syllabus or a preliminary outline of course content. When an assignment is over, feel free to ask the reference librarians for feedback. (e.g., did any students seem confused or have trouble understanding the assignment? Were there any resource access problems related to the assignment?).

6. Refer students to library staff for help.
Remind students that librarians and other library staff are available at reference and information desks and can provide help. Even students who have had a library instruction session may need additional help.

Adapted from University of Wisconsin-Madison, Library and Information Literacy Instruction Program and from University Library, California State University, Northridge.

Page created and maintained by Susan Herzog
J. Eugene Smith Library
Eastern Connecticut State University

Last Update: 4/17/07.