Guide to Creating Effective Library Assignments

Purpose of Library Assignments:

An effective library assignment has a specific, understood purpose. It relates to some aspect of course subject matter or learning objectives. It leads to increased understanding of the subject through the process of locating related information. A library assignment that meets these criteria is an excellent teaching tool, enhances and enriches the student's learning experience, and builds research skills.

Implementation of Library Assignments:

In order to be effective a library assignment must be implemented in an appropriate manner. Prepare your students for the assignment.  Provide clear objectives and discuss with students what they can hope to gain from this assignment and  how it relates more broadly to their understanding of your discipline area. If the assignment requires the use of specific library sources, give the students a list and make arrangements with the library to assure availability and access. If it involves the use of complex sources or unfamiliar research strategies, students will need to be oriented to these--by you or by a librarian in a customized, scheduled library instruction session. When testing an assignment, put yourself in the students' shoes with their experience and perspective.

Tips for Designing Effective Library Assignments:

• Clarity - If students are unable to understand the assignment, they will have trouble completing it.  Give library assignments in writing (not orally) to reduce confusion.  Also, consider mailing or dropping off a copy of the assignment at the library information desk.  Librarians will be better-prepared to help students if they can anticipate research needs.

• Currency - The library is constantly changing, and new sources and ways of accessing information replace old ones every day.  Check your assignment regularly so students are not asked to use outdated or no-longer-existing methods and sources.  If you would like an orientation to the library and its resources, contact the instruction coordinator (605)688-5955 for a Faculty Orientation.

• Accuracy - try to use the correct library terminology for students.  Students tend to interpret library assignments very literally.  Define any questionable words.  For example, some instructors differentiate between magazines and journals, while other use the terms interchangeably.  Does "library computer" mean the Library Catalog, the Internet, an online database, etc.?  If you are unsure of these differences, please contact a reference librarian (605)688-5570.

• Appropriate Time Frame - Do the assignment yourself to see how long it takes before you decide how long students need to complete it.  Does the library have enough materials to support the assignments, or will students need to interlibrary loan materials? Always allow for the students' inexperience and the various locations of different materials.

• Critical Thinking - Encourage a critical approach to what students find in the library.  Choose assignments that require integration of knowledge rather than merely finding one piece of information.  For example, construct an assignment that requires students to integrate the use of a bibliography or index with the library's online catalog.  Or, create an assignment requiring students to use both primary and secondary sources, or popular and academic literature.

• Library Instruction - Consider asking the library to lead a presentation to the class on how to effectively use library resources for the assignment.  .  Librarians are happy to work with you to tailor a library instruction session to your needs.  To request an instruction session, call 605-688-5955 or fill out the online request form. 

• Refer - Stress to students that there are professional librarians available at reference and information desks during the day, evenings, and weekends or by appointment to help them retrieve the information they need.

Pitfalls to Avoid:

• Assuming Most Students Already Know the Basics - Don't assume your students have prior experience using the library.  Although most students visit the library their freshman year as part of English 101 or Speech 101, SDSU does not have a mandatory orientation session for transfer or new students, and as a result they may have no experience in this library system.  In addition, basic skills may be inadequate for upper level research.  Consider scheduling a bibliographic instruction session tailored to your class.

• The Mob Scene - an entire class looking for one piece of information or researching one topic.  Give your students a variety of topics from which to choose.  If only one topic is assigned, the library runs the risk of losing the item to misplacement, mutilation or theft.  If you cannot avoid using one topic, or if it is necessary for a whole class to use a particular source or set of sources, have them put on print or electronic reserves.  To place an item on reserve, call 605-688-5107.

• Requiring Resources that are not Available - Do not assume what the library has or does not have.  The library is constantly acquiring new resources, and discarding others, and resources may change dramatically from semester to semester.  It is always a good idea to retest the assignment before giving it out.  Use the Library Catalog to determine if we still own a particular book, video or government document.  Use the Magazines and Journals List to check print and electronic periodical holdings or consult with a librarian!

• The Scavenger Hunt - Trivia hunts can be fun, but they lack clear purpose, and do not teach students how to use the library effectively for future research.  Please try to avoid questions which ask for obscure facts - frequently librarians, not students, end up locating the information.

Role of the Librarian

• Librarians are experts in the design and implementation of research strategies - so when it comes to developing library assignments, library faculty are an excellent resource.  Generally, they will not create an assignment for you, but will be glad to collaborate with you in developing the assignment, reviewing a draft, and providing suggestions.  Many students will be come to the Reference librarians for help throughout the course of their assignment, and it helps the librarian to have a copy of the assignment, and recommended sources in advance.  When an assignment is over, librarians may be able to provide feedback.  Did any students seem confused or have trouble understanding the assignment?  Were there any resource or access problems related to the assignment?  Faculty and librarians working together can make research assignments a positive and successful learning experience for students.  

Resources

• The library offers a variety of customized orientations, lectures, regular tours and drop-in demos of computerized resources, as well as advanced instructional sessions.  In addition, the library provides training workshops for faculty on how to use discipline-specific resources.  For more information on these services, or to schedule a session, contact the Instruction Coordinator at 688-5955.

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