Livingston Lord Library

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created 12/1/05 by TD

Tips for Creating Library-Related Assignments

Some Library-Related Web Sites to Visit

• Livingston Lord Library Site
• Library Instruction Web Site (includes handouts on citation styles and more)
• Library Virtual Tour
• How to Schedule Library and Internet Instruction

Do's and Don'ts for Library-Related Assignments

1. When possible, send a copy of the assignment you are using to the Reference Librarian and/or Instruction Librarian. In our library, that is:

   Pam Werre, Public Services Librarian, werrep@mnstate.edu
   Travis Dolence, Distance Learning/Web Librarian, dolence@mnstate.edu
    

2. Talk to the Librarian who will be teaching your orientation before getting too far with your assignment-planning. This will help avoid problems such as the Library not having the resource you require, etc.
   
    
3. Verification of book titles and availability should also be done before the assignment is given out. A simple typographical error in the title of a required resource can throw students way off.
   
    
4. It's better to plan to have your students attend a library orientation or workshop when they are ready to begin their projects, not before. Students will be more receptive and will retain more if they are in the Library for a real reason -- to get started on a real project.
   
    
5. Discuss the information search/research process in class, so students are aware that you consider it important to their learning.
   
    
6. Please avoid the "scavenger hunt" type assignment. It makes the library seem like a scary place -- a puzzle. It reaffirms the students' notions that the Library is difficult to maneuver and understand. Also, many students see it as "busywork," and just another hoop to go through. For example, see this scavenger hunt. At first glance, you might think it's a good assignment. But sending students to "fill out a slip at the Reserve Reading list"? What is a student learning? This reads very much like jumping through hoops. 
   
    
7. If a scavenger hunt is out of style, then what should a library-related follow-up assignment include? Good question! A well-designed library-related assignment should be --
   • Tied to and integrated with your course readings and content [not an "out of the blue" assignment"]. Students should understand how this assignment fits into your course.
   • If possible, a step in a larger process. In other words, a first step or draft toward a final project. It could be something like locating 3 articles and 2 books on their research paper topic, for example. It could be citing those sources in proper citation format. It could be locating an Internet source and comparing it with a print source. All of these assignments could be building blocks for something bigger, down the line. And if you, as the instructor, and the Librarian, both emphasize this, then students will see it as important. If you do portfolio-grading, then the library assignment could be one component of the portfolio, for example.
   • The assignment should allow some flexibility for use of resources. If you make students use one specific print source, you have to worry about its availability and students not being able to find it on the shelf. If you allow students to use both online and print resources, they'll be happier, and I think you'll be happier with their results.
   • One assignment I've always found useful is an annotated bibliography. This would mean that the student would find a few resources on a topic, cite the resource properly, and write a brief summary/evaluation of the resource. Annotated bibliographies work well as a step in the process toward a larger paper, for example. And you have a lot of control -- you can specify number of sources; you can specify format (Internet; journal article; book; etc.)
     
      
8. Remember that the Library's collection and databases are not static. We're adding new things all of the time. When in doubt, talk to a Librarian, and try visiting the databases on our website yourself.
   
    
9. Schedule a refresher orientation for yourself with one of the Librarians. We're all very happy to work with you on learning specific databases, etc. If you are more familiar with the library's services and offerings, you will pass this knowledge on to your students.
   
    
10. Avoid using terms like "library tour" or "library visit." It undermines the importance of the Library orientation. When possible, tie your comments about the Library orientation to words like "research" and "training" -- let students know this is important for them to be able to complete their assignments.
    
     
11. Schedule instruction in advance. We have only one computerized facility for instruction, The LIT Center (Room 222). It gets booked early. If you have a specific date/time in mind, please call or e-mail as soon as possible. And please be understanding if we cannot accommodate a request on a specific date/time. We'll do all that we can do to make it as close to the date as possible, but with only one classroom, there is only so much we can do. To schedule library instruction, call or e-mail Travis Dolence at dolence@mnstate.edu -- 477-2358 (voice mail).
     

     

    Useful Web Pages for Creating Effective Assignments

    • Library Assignments: Some Tips and Reminders (Camilla Baker)
    • Designing Library Assignments (Cory Laverty) -- lists some good ideas.
    • Designing Effective Library Assignments (University of Washington Libraries)

     

     

    Last modified by Travis Dolence  dolence@mnstate.edu  12/19/06

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