THE LEARNINGRESOURCE CENTER

Sauk ValleyCommunity College

Creating LibraryAssignments

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-readyReality: Students struggle with research competencies

5 Research Competencies

Which of these will you integrate into your assignment?

1. Identify the research need2. Identify information sources3. Navigate sources to find & access information4. Evaluate information sources and information5. Use information (ethically & responsibly) to accomplish

a purpose

Identify the information need

QUESTIONS 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

QUESTIONS 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

QUESTIONS 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

QUESTIONS 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

QUESTIONS 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 OutcomeStudents 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 CompetencyUse information to accomplish a specific purpose.

LRC Assistance NeededIdentify library resources to inform students’ understanding of topic.

Assistance ProvidedResearch Guide, Reference Assistance

Learning OutcomeStudents will demonstrate a deep understanding of an approved social problem.Assignment or Artifact Handout and audiovisual presentation. (APA format)Research CompetencyAll.LRC Assistance NeededDemonstrate use of library databases, provide overview of APA.Assistance ProvidedInformation 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.