GUIDELINES FOR SUCCESSFUL LIBRARY ASSIGNMENTS

Robert A.L. Mortvedt Library - Pacific Lutheran University

Course-related library assignments are an effective way to introduce students to libraries and research in general. The following guidelines will help provide a positive library experience that will benefit students learning research skills and techniques for class assignments and beyond.

ASSUME MINIMAL LIBRARY KNOWLEDGE

• While many students are familiar with using QUEST (library catalog) for searching authors and titles, few will understand the intricacies of subject terminology or know how to use the indexing and abstracting tools necessary for research.
• Research journals will also be new to many lower division students whose experience with periodicals may be limited to Time and Newsweek
• Students may be dazzled by all the computer technology yet not understand how to use the tools efficiently.

EXPLAIN THE ASSIGNMENT COMPLETELY

• Provide a written assignment and a list of sources to be used to complete it. (Of course, you have checked first to assure that the materials are in the Library's collection.)
• Give reference librarians a copy of the assignment.

AVOID ASSIGNING MANY STUDENTS TO LIMITED RESOURCES

• Be aware that most materials circulate and may be checked our for a month at a time.
• Put circulating materials on reserve to assure access. (Get Reserves to the Loan Desk before the semester starts)
• Alert librarians if many students will be needing the lone copy of a reference book.

AVOID OBSCURE FACTUAL QUESTIONS

• Scavenger hunt questions teach the student very little about the research process, frustrating students and library staff alike.
• When many students search for one answer, library materials may be damaged--the answer circled,the page torn out, the book hidden, etc.

TEACH RESEARCH STRATEGY WHERE APPROPRIATE

• Have assignments include the steps involved in the research process.
• Work with a librarian to design an appropriate assignment for the goals and objectives of the course utilizing the library's resources.
• Arrange to have a librarian discuss research strategy and major resources in the discipline with your class. PLU's Library maintains an instructional program to assist students with their research needs at PLU and beyond. Call Gail Egbers at 535-8869 or email at egbersgl to arrange a library seminar.
• For other hints about library assignments, check these sites: http://www.lib.utexas.edu/Libs/UGL/DILO/dilo_assignments1.htm

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  GUIDELINES FOR SUCCESSFUL INTERNET ASSIGNMENTS

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  The Internet is an attractive research and recreation tool. Many students spend vast amounts of time on the Internet yet do not understand its strengths and weaknesses. The following guidelines will help you design a successful Internet experience.

  • Ask yourself, "What educational purpose do I have in mind and why is the Internet a good resource for accomplishing this purpose?"
  • If you know the URL, provide it to your students. Check that it is still working no more than a week before you make the assignment. Have students give the date when they use a URL for their answers in case it is no longer available.
  • Have assignments require more than just having the student "fetch something off the Internet". Be clear if you want the students to simply locate an URL for something or actually bring the complete text to class.
  • Allow sufficient time because Internet terminals are limited on campus. Also, be aware of delays caused by sites being down, in different time zones, or furloughed by the U.S. Government. If possible, have a variety of web sites to choose from in case one is down.
  • Off-campus students can access the PLU website. Remind your students that they(and you) must get a PLU Internet account in order to access many of our databases. Pick up the account at the Computing and Telecommunications Services in the basement of the library. (Use the entrance on the south side)
  • Encourage your students to plan ahead. They may not be able to use a computer when they want to, so they should start early.
  • Give advice on evaluating the authority of the site. Just as with written materials, there is information that is excellent and information that is not useful. (The Library has a handout on this topic.)
  • Inform the Library's Reference staff of your assignment so that we can be prepared.
  • Schedule a librarian to speak to your class or suggest your students attend one of the Library's workshops. There are also many printed and on-line helps. Call Gail Egbers at 535-8869 or email at egbersgl for more information.

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  gle-11/99

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