Student Life
Tips for Assigning Research
The following makes a library research assignment a more successful learning experience:
1) Consult with a Reference Librarian before making the assignment.
A librarian can advise on the availability of library resources, suggest appropriate library services, and perhaps point out potential problems with the assignment.
2) Check to see whether the library has the resources the students will need.
It is frustrating for students to discover that they have to arrange to go to another library to get the source they need to use -- and even more frustrating for them to learn that they went to another library to use a source that is available at Nash Library.
3) Understand that not all students "know" the library.
A surprising number of students have never used the library for anything except studying, or reading Reserve materials. Most will need the professor's and/or the librarian's guidance to complete library research assignments.
4) Explain the assignment clearly -- preferably in writing.
Specify what students are to do, define terms, give complete citations with call numbers for specific works, etc... This also helps librarians understand what is required for when the student approaches the Reference Desk with questions.
5) Teach research techniques.
Provide a written outline of steps involved in the research assignment and a list of suggested sources. Invite a librarian to meet with your students during class time to teach research techniques and to discuss appropriate sources for the assignment.
6) Avoid the "mob scene."
Dozens of students trying to use one book or article, or trying to locate the same piece of information usually leads to misplacement, loss, or mutilation of materials. Use the Reserve service or warn Reference librarians ahead of time about an assignment in a specific reference source.
7) Avoid scavenger hunts.
Searching for obscure facts without any guidance is frustrating for students and teaches them nothing about doing research. It becomes an exercise for Reference librarians to perform.
8) Avoid telling students NOT to ask for help.
Libraries are complex institutions, each different from the next. It is expected that students will need help, and library staff are trained to provide that help. Librarians cannot be expected to determine whether a given professor permits students to ask for help or not.
9) Avoid arbitrary restrictions on sources students can use.
For example, telling students to "consult newspapers, but not to use the Internet" might discourage them from using the full-text online newspapers to which the library subscribes; or telling students to "find periodical articles but not to use computers" prohibits use of many of the most important periodical indexes which are only available online.
The following makes a library research assignment a more successful learning experience:
1) Consult with a Reference Librarian before making the assignment.
A librarian can advise on the availability of library resources, suggest appropriate library services, and perhaps point out potential problems with the assignment.
2) Check to see whether the library has the resources the students will need.
It is frustrating for students to discover that they have to arrange to go to another library to get the source they need to use -- and even more frustrating for them to learn that they went to another library to use a source that is available at Nash Library.
3) Understand that not all students "know" the library.
A surprising number of students have never used the library for anything except studying, or reading Reserve materials. Most will need the professor's and/or the librarian's guidance to complete library research assignments.
4) Explain the assignment clearly -- preferably in writing.
Specify what students are to do, define terms, give complete citations with call numbers for specific works, etc... This also helps librarians understand what is required for when the student approaches the Reference Desk with questions.
5) Teach research techniques.
Provide a written outline of steps involved in the research assignment and a list of suggested sources. Invite a librarian to meet with your students during class time to teach research techniques and to discuss appropriate sources for the assignment.
6) Avoid the "mob scene."
Dozens of students trying to use one book or article, or trying to locate the same piece of information usually leads to misplacement, loss, or mutilation of materials. Use the Reserve service or warn Reference librarians ahead of time about an assignment in a specific reference source.
7) Avoid scavenger hunts.
Searching for obscure facts without any guidance is frustrating for students and teaches them nothing about doing research. It becomes an exercise for Reference librarians to perform.
8) Avoid telling students NOT to ask for help.
Libraries are complex institutions, each different from the next. It is expected that students will need help, and library staff are trained to provide that help. Librarians cannot be expected to determine whether a given professor permits students to ask for help or not.
9) Avoid arbitrary restrictions on sources students can use.
For example, telling students to "consult newspapers, but not to use the Internet" might discourage them from using the full-text online newspapers to which the library subscribes; or telling students to "find periodical articles but not to use computers" prohibits use of many of the most important periodical indexes which are only available online.
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