Use this page as a guide to writing successful assignments and research projects that require the use of library resources.
ASK
Your subject or liaison librarian for assistance in creating assignments.
ASSIGN
Real, relevant, content-based research.
DEFINE
Terms. Make sure assignments are understood. What is a summary? Abstract? Annotation? Essay? Paragraph? Analysis? Synthesis?
Many terms have different meanings.
For example, an "abstract" is
INDICATE
How many sources are required.
Recommended: A minimum with no set maximum.
SPECIFY
Requirements--let students know exactly what you want them to include as resources:
Any kind of periodical article? Or only:
Books?
Book chapters? (Note: these can resemble journal articles in anthologies.)
Web pages? See "Is it Information on the Web or a Journal/Magazine Article?"
Government Documents?
DESCRIBE/DEMONSTRATE (SHOW)
What types of resources are required.
For example:
ENCOURAGE
Students to evaluate sources before they use them.
GRADE
Library assignments and allot them a percentage of students' final grades.
Why?
If an assignment isn't graded, students tend to take it less seriously.
DON'T
Require students to use print, CD-ROM and online electronic indexes for their topics.
Why not?
The CONTENT of an index is more important than the format.
There are fewer and fewer print and CD-ROM indexes, and some indexes are only available in either print or online electronic format, depending on the year.
DON'T
Assign "Scavenger Hunt" assignments.
Why not?
An entire class of students looking for one library (print) resource can lead to loss and destruction of the item.
Scavenger hunts are pseudo-research; they are less instructive than assignments that require problem solving and analysis.
SUGGESTION
Make library research on ongoing process.
For example:
Create assignments with sections due throughout the semester.
Repeat skills learned in earlier assignments to reinforce concepts.
[Notes to Instructors; has more details]
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