This past weekend, Charlet Key gave a keynote at the adjunct academy professional development day entitled “Library Assignments Designed to Prevent Drowning.” The gist of the talk focused on the fact that when students are learning about how to find answers (i.e., information research), they don’t always need to do so to produce a 10-page research paper with a correctly-formatted (MLA? APA?) bibliography. The latter assignment may well fit into the learning outcomes of your class if it is a general education, transfer-oriented course; however, all of us know about additional information needs that people in our fields are likely to experience, ones that require deeper thinking and familiarity with the best places to find relevant information in our fields. Instead of that research paper, might it be even more valuable for your students to learn and practice information finding processes, especially ones that apply to problems they might experience in their everyday life?
Have you thought about creating meaningful research assignments that are real-world, but also develop searching/finding skills that students can use whether they end up majoring in your field or not? Today’s “idea” will focus on some of the tips and resources that Charlet shared, which can be adapted to fit your class.
For many students, the library provokes an uncomfortable feeling…perhaps:
- one of “overwhelm” (I have no idea where to begin! This place is huge!)
- one of “fear “(What if I can’t find the information required of me by ____ (due date)? What if the librarian thinks I’m stupid because I don’t know what a “refereed journal” is? Who can help me?)
- one of confusion (The markings on the books are not numbers, like they were in high school or in the neighborhood public library; how am I supposed to find anything?)
- general reluctance to doing something that feels strange.
As a result, all research-oriented assignments require scaffolding, such as clear instructions, getting-started resources (such as pointers to specific databases that will help students address the information need you give them), and feedback on early efforts. One way to get this process started is to confer with the reference librarian for suggestions on how to structure an assignment that would be meaningful to you and your students (see a few ideas below, but nothing beats this customized conversation!). Then, invite her to lead a library orientation session to help your students get started, get familiar with those selected databases and key research terms, and begin their information-finding thought processes in the library. When they return on their own (in person or online), it won’t feel like such a huge, strange place! And they will begin to learn about the importance of networking with experts when trying to solve an information-needy problem! Watch her encourage networking between students as well! [and yes, I checked; the BHC Library does provide this service to evening classes too!]
Here are a few of the research-oriented assignments she suggested, followed by some great online resources that might assist you in finding others that fit your learning outcomes and the lives of your students, as well:
- Write five short papers on the same topic/problem, but each time must use different types of resources to write it (e.g., primary sources, Wikipedia article plus sources that verify info there, books, newspapers/blogs/magazines, annotated bibliography of all of the sources from above.)
- Write short paper comparing a magazine article and a peer-reviewed article on the same topic.
- Summarize an article from a core publication in your subject area of a library database every other week; be prepared to discuss summaries with the class
- Write a documented persuasive paper in which students research and defend the opposite position they currently believe; planning and pre-research should be scheduled
- Write a piece that is common in your field (e.g., bid for a construction project, letter of recommendation, press release, grant proposal…)
For more ideas on designing meaningful assignments that require research:
Designing Assignments That Work http://www.oberlin.edu/library/programs/assignments/alternatives.html
Creating Effective FYS Library Assignments
http://www.worcester.edu/Library/Shared%20Documents/Creating%20eff%20FYS%20lib%20assign%20and%20links.pdf
Tutorial for Developing and Evaluating Assignments http://www.umuc.edu/library/tutorials/information_literacy/sect4.html
Ten Sample Assignments
http://www.library.ohiou.edu/inst/creativesample.html
Characteristics of Effective Library Research Assignments http://library.nku.edu/faculty_and_staff/information_literacy/characteristics.php
Information Competent Students
http://library.csustan.edu/theld/research_assignment_tips.htm
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