Creating Library Assignments

Students and Research Faculty Expectations vs. Student Realities Expectation: Generation Y = “digital natives” Reality: Searching in Google ≠ doing research Expectation: Research = inquiry and discovery (recursive) Reality: Research = finding the answer (linear) Expectation: College students are research-ready Reality: Students struggle with research competencies

5 Research Competencies Which of these will you integrate into your assignment? 1.Identify the research need 2.Identify information sources 3.Navigate sources to find & access information 4.Evaluate information sources and information 5.Use information (ethically & responsibly) to accomplish a purpose

Identify the information need Q UESTIONS TO ASK : 1.What is the nature of the information need? (Report/Thesis) 2.Who defines the information need: you or the student? 3.If the information need requires substantial inquiry, how much time will you allow for this process? 4.Do you understand and can you accommodate the student’s anxiety level at this stage?

Identify information sources Q UESTIONS TO ASK : 1.What kinds of information sources will you require or recommend, and why? 2.Can your students identify the strengths and weaknesses of information sources and formats for their information needs? 3.When are scholarly or peer-reviewed sources appropriate, and when are they not? 4.What other types of sources are authoritative?

Navigate sources to find info Q UESTIONS TO ASK : 1.Do students know how to use online search strategies? 2.Are students familiar with library resources like the online catalog and research databases? 3.Do they know how to take advantage of guided search functions in the catalog and research databases? 4.If not, are you willing to allow classroom time for them to learn these skills? 5.How much?

Evaluate sources and info Q UESTIONS TO ASK : 1.Can students distinguish a good source from a bad one? 2.What does authority mean as an evaluation criterion? 3.How can a student determine whether a source will support an argument? 4.What will a student do when he or she discovers there is not enough information for the information need? 5.How does a student know when he or she has enough information ?

Use info to accomplish a purpose Q UESTIONS TO ASK : 1.Is the purpose clearly stated? 2.Is the student defending an argument or creating a report? 3.Do they understand the difference? 4.Have you clearly stated your expectations for bibliographic formatting, citation, etc.? 5.Do students understanding the meaning and consequences of plagiarism?

How can the library help? Information Literacy Instruction Requires time in class Demonstration of LRC Resources Requires time in class Research Guides Requires coordination with library staff Subject Bibliographies Requires coordination with library staff Reference Assistance Requires coordination with library staff

Wisconsin Fast Plants Experiment Learning Outcome Students will identify which of four crucial elements for healthy plant development are absent and describe its potential effect on the plant. Assignment or Artifact Lab report (specific details and requirements). Research Competency Use information to accomplish a specific purpose. LRC Assistance Needed Identify library resources to inform students’ understanding of topic. Assistance Provided Research Guide, Reference Assistance

Learning Outcome Students will demonstrate a deep understanding of an approved social problem. Assignment or Artifact Handout and audiovisual presentation. (APA format) Research Competency All. LRC Assistance Needed Demonstrate use of library databases, provide overview of APA. Assistance Provided Information literacy instruction (citation) and resources demo. Social Problems Topic Presentation

Alternatives to the research paper Annotated bibliography Research guide Bibliography comparison Scholarly vs. popular article comparison Look up articles & explain steps taken to find them Identify experts on an issue or topic (position? qualifications?) Identify significant contributors to the knowledge in your domain Compare readings selected from both a primary and secondary source Compare information in two or three databases on a topic Analyze information sources central to your discipline - content, tone, style, audience Review a book and a film adaptation - compare & contrast elements

Your library assignment 1.Articulate your learning outcome. 2.Determine the format and parameters of the assignment or artifact your students will complete. 3.Identify the research competencies that will be necessary to successfully complete the assignment. 4.Decide how the library can most effectively contribute to a successful outcome. 5.Coordinate with library staff to establish details of the instruction or assistance that will be needed.