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.