Specify Requirements and Sources
Offer Library Instruction When Needed
Provide More Information On Copy Right And How to
Avoid Plagiarism
Evaluate Information Literacy Skills
Identify the learning objectives for the assignment (including information literacy objectives) so that students know what to do and why.
Consider
student capabilities and resources when developing assignments. Assume
minimal library knowledge on the part of your students.
Even after attending library instruction sessions for INST classes, your
students have only just begun to scratch the surface of the research experience.
Transfer students or new graduate students may have had no experience
in the Otterbein library.
Allow students
to choose from a broad range of topics. This helps to prevent large numbers
of students from needing to use the same information sources at the same
time. Be aware if your information source is limited.
Incorporate
critical thinking.
Avoid "Scavenger Hunt" assignments that ask students to locate
random facts. This type of assignment can be very frustrating to students.
Scavenger hunts typically don't require learners to evaluate the source
or information or use the information for any purpose. They are less instructive
than assignments that require problem solving and analysis.
Assignments that require students to evaluate, analyze, compare, question,
or synthesize the information they find make for a better learning experience.
They also help build skills that are transferable to other research projects.
Create assignments with components due throughout the quarter. This allows
you the opportunity to monitor student progress and offer feedback. It
also prevents students from leaving their assignment to the last minute
when panic may cause some students to take shortcuts that could result
in plagiarism.
Repeat skills learned in earlier assignments to reinforce learning.
Do the
assignment yourself before giving it to students in order to make sure
your objectives are met, resources are correctly listed, deadlines are
adequate, and that appropriate library resources are available. Check
the online catalog (OPAL) to verify library holdings. This mandate holds
true every time you assign it. Things change quickly in the information
age, so be sure to check any specific instructions or sources you give
to students. If you expect some sources to be heavily used, request that
they be placed on Reserve by calling 823-1215.
Show the
assignment to your library
liaison. Librarians can provide suggestions as to what sources to
use and can alert you to new sources that have become available. Sending
a copy of your assignment to the your liaison librarian will also enable
the library staff to prepare in advance, and to better assist your students.
Ask students
for feedback on the assignment, and be open to their comments and suggestions.
Indicate
required number of sources. Recommended: minimum with no set maximum.
Require
a variety of sources, but be FLEXIBLE. Not all topics, particularly those
chosen by students themselves, are covered in every type of resource.
Don't require students to use print, CD-ROM and online electronic indexes
for their topics. Reasons:
Clearly
define your terms. Make sure requirements are clear in your mind and understood
by students.
Distinguish
between different types of sources. Many students do not understand the
differences. (See Library Web Tutorial at
http://library.otterbein.edu/tutorial/sitemap.htm for general criteria.)
Consider
scheduling a library instruction session. Many students have never used
an academic library, and those who have, often lack the skills needed
to use the library effectively. Participation in library instruction sessions
should not be optional. Make attendance mandatory and plan on attending
with your class. This indicates to students that you consider library
skills important.
When scheduling
a library instruction session, please allow two weeks notice. Contact
your liaison librarian for more information.
Make sure
your students know where to go for help. Encourage students to ask library
staff for assistance. Alert students to services such as: "
Chat with a librarian";
Contact a Librarian for an appointment for in-depth reference assistance
and for instruction in how to effectively search the library's research
databases. Our librarian and staff directory can be accessed at http://library.otterbein.edu/libpages/faculty/staffdir.htm.
Information
about how to avoid plagiarism can be found on the library web tutorial
at http://library.otterbein.edu/tutorial/3plagiarism.htm
Make sure
students know how to cite the information they find, including information
from the Internet. Many students mistakenly believe that information on
the Internet is free and does not require acknowledgment.
List the
style manual that you want your students to use for citing their sources.
Evaluate
the research process and information literacy skills as well as the end
product.
Methods
of evaluation may include:
Information literacy is the ability to access, evaluate, and use information effectively to satisfy an information need. According to the Association of College and Research Libraries, "An information literate individual is able to:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one's knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use
of information, and access and use information ethically and legally."
Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices--in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it. The uncertain quality and expanding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively.
Association of College and Research Libraries. (2002, October 25). Information literacy competency standards for higher education. Retrieved December 13, 2002, from http://www.ala.org/acrl/ilintro.html
Courtright Memorial Library, 138 West Main Street, Westerville,
OH 43081
Please send comments and suggestions to Library
Webmaster. Disclaimer.