Library Assignments

• Assignment Consultation
• Keys to Designing Effective Assignments
• Weaving your Assignments into the Web

While classroom faculty serve as experts in their discipline, librarians are information retrieval specialists available to offer support to professors who are creating and revising research assignments. To provide a foundation for the suggestions on research assignments, additional study was undertaken on fundamental, strategic concepts to promote development of assignments that maximize learning. As a result, the following guide includes basic ideas to consider when preparing assignments (Part 1) in addition to tips for enhancing library research assignments (Part 2)

Consider student capabilities and resources when developing assignments

• Rationale: Strengthens the likelihood of students becoming or continuing to be "active participants in learning," (United States. Dept. of Education 13) and increases the opportunity for student success in achieving educational goals. While professors need not lower standards to ensure that students can complete assignments, some questions should be answered before introducing an activity:
  • Do my students already have the background knowledge and skills to approach this assignment or do I need to prepare them with mini-activities that systematically lead to this project?
  • Would this assignment be more successful if students could work collaboratively to draw upon individual strengths?
  • Am I asking students to complete an activity that requires a significant leap beyond the text and supplementary research materials to develop and support a thesis?
  • Should I require regular progress updates from students as Galles suggests (19), so I can monitor their efforts and steer them back on course as needed?
• Example: English/Developmental Studies Professor, Angela Gant directed students to incorporate personality assessment exercises into a classification paper in Composition and Rhetoric I. She led them through a series of lessons that offered practice in computer skills (to research the topic on the Web and develop the paper) and an introduction to writing strategies. Through these tasks students gathered insight into their different communication styles with family, peers, and co-workers.

• Rationale: Encourages students to develop knowledge of past and current practices related to the subject matter and develops analytical skills desired by most employers.
• Examples: Case studies from an academic or vocational discipline that may offer several "solutions" on how to approach an issue. Also, research on local or state policy issues related to a discipline could discover the benefits of possible courses of action to resolve problems facing the community. Results could be sent to local or state officials for review.

Use technological tools to enhance assignments. (Brent and Felder)

• Rationale: Provides unique access to information and promotes discussion that may be inhibited by traditional class-related communication methods. (Brent and Felder)
• Examples: Web pages allow ongoing access to class-related information that can be updated easily and can link to related sites on the web. Software programs such as Authorware include the ability to give instant feedback to students. WebCT, Daedalus Integrated Writing Environment, or email offer various levels of real-time and delayed-time discussion opportunities.

• Rationale: Dr. Mel Silberman of Temple University's College of Education cites one of John Holt’s recommendations for enhancing learning as "see connections between it and other facts or ideas." (3)
  
• Examples: Suggest research topics impacted by interdisciplinary events such as the late 1800’s social reform efforts of photographer and journalist, Jacob Riis, who (as reflected in a Dictionary of Art article) dramatically depicted the deplorable conditions in New York City tenements through his photographs made possible by the recent invention of the magnesium flash. (Ehrenkranz 26: 390) NHC Math Professor, Jim Polito uses a "Math Picture Portfolio" in Math 1336 (Math for Elementary Teachers) course. Students are asked to find real world examples of concepts covered in the course (including statistics, probability, and geometry). Creativity in selecting examples is encouraged and rewarded. HPE Professor, Peggy Coster asks students to assess their personal risk factors for cardiovascular disease via a questionnaire in her Fitness for Life classes.

• Rationale: Students can benefit from developing customer service skills in such areas as positive communication, problem solving, teamwork, and leadership since they promote positive relations with co-workers and clients. (Evenson)
• Example: Multimedia/Desktop Publishing Professor Kay Pallavicini provides students with an opportunity that mirrors workplace activity. After students work on individual projects, they are divided into groups and asked to prepare the various components of a multimedia production for a client. From developing a proposal through presenting the prototype, the students learn valuable collaboration and communication skills in addition to multimedia design.

• Rationale: Avoids misunderstanding by allowing students to refer to original instructions when needed. Proofreading can obviously correct misspellings, but can also identify unclear information that may benefit from revised wording.
  
• Example: Include assignment title and purpose, along with specific steps and deadlines. Provide explanation of terms that may be new to students. Make certain that if you want to exclude Internet pages as resource material, students know that databases accessed via Internet software (e.g., ProQuest, MLA, etc.) are exempt. Distribute in class allowing time for questions and answers from which the entire class can benefit.

• Rationale: Minimizes anxiety related to student perceptions of course requirements and helps target essential skills necessary for understanding the subject matter.
• Example: Review syllabus and assignments with a developmental studies faculty member, noting where modifications may be made for students with deficient reading/writing skills while preserving course objectives.

• Rationale: Provides an understandable and manageable framework for a research project. Assignments which require students to locate a fact or resource available only in a unique undefined tool or source cause frustration and promote minimal insight into a topic.
• Example: Ask students to select an innovation, application, or discovery on a topic (e.g., nondestructive testing, records management, etc.) and write an annotated bibliography after researching articles in library databases and World Wide Web sites. The students will choose a topic, decide what word(s) would retrieve the most pertinent information, and review results in preparation for writing the annotations.

• Rationale: Encourages critical thinking, creativity, and enthusiasm about topic selection, conducting research, and presenting results. It also prevents student frustration when students are not limited to traditional library resources. Avoids narrowly constructed or obscure fact-finding assignments that promote regurgitation of data.
• Examples: Provide a list of varied topic possibilities that are updated regularly and/or allow the possibility for personal interest topics off the list upon approval. Let the class, group, or individual select information from a variety of possible source types (e.g., interview, personal experience, government document, television program, periodical, etc.) designated by the professor. Consider including innovative presentation methods for research projects (role-play, game show, etc.) .

• Rationale: Promotes critical thinking on why particular sources were chosen for inclusion in a research effort. Enables understanding of research as a non-linear process that needs continual refinement. Involves objective and subjective reflection on the topic that goes beyond superficial acquaintance with subject matter.
• Examples: Students can prepare an annotated and evaluative bibliography of references, a journal that documents the research process, and/or an oral or written defense of research findings including personal viewpoint. (Galles)

• Rationale: Reduces students’ frustration when they can readily access databases, titles in a reading list, reserve readings, reference works, and other pertinent information from our library instead of needing to travel to a university library or complete interlibrary loan request forms for basic research needs.
• Examples: Classroom faculty are encouraged to call or email a librarian to help determine what is currently available and what has changed since the assignment was last given. If the entire class is researching one topic, please place sufficient support material on reserve to provide equal access to needed information.

• Rationale: Improves understanding of research process in relation to a specific assignment. Allows students an opportunity to begin research and ask for clarification from the professor and/or librarian.
• Example: Although they may have used the library for other classes, students may not be familiar with tools and strategies needed to complete a new assignment. Librarians can discuss locating and evaluating books, articles, and Internet sites. Even today not all students are knowledgeable about computers, the Internet, or the effective use of search engines to find useful and reliable Internet information.

The following guide is designed to aid faculty interested in developing assignments that incorporate web site information. See also Keys to Designing Effective Assignments for more information.

• Benefits of Web Research
• Ideas for Assignments
• Assignment Tips
• Articles for Further Study

• Using Materials from the Internet: What are the Rules? from the University of Texas System. For more information see: Fair Use of Copyrighted Materials.
• Fundamentals of Teaching with On-Line Resources from Kenneth Wilburn, a history professor at East Carolina University
• Copyright Information Circulars and Form Letters from the Library of Congress U.S. Copyright Office - see number 21 - Reproductions of Copyrighted Works by Educators and Librarians (need Adobe Acrobat Reader to view - can download from this page link)
• Stanford University Libraries - Copyright and Fair Use

Content by: M.Norem Reference Librarian, Cy-Fair College.