• If your class could benefit from instruction with a librarian, please give us adequate notice to prepare for your class. A week or two is often sufficient, but the more time the better!
  
  
• Remember that research processes constantly change. It is often safe to assume that many students have a limited understanding and experience of the research process.
  
  
• Expect that librarians can cover no more than 2 or 3 main points in one research instruction session. Schedule the library workshop so that it coincides with the students’ research project. They will be more engaged in the instruction session and will retain more information.
  
  
• To maximize instruction time, come to the library session prepared—for example, do students have the assignment? Are groups for group projects formed in advance? Have they thought about their topics beforehand?

Some common problems to avoid

• Waiting until a couple days before the class to ask for an instruction session.  Your librarian may not have adequate time to prepare, and the appropriate resources and computer classroom space may not be available.
  
  
• Changing the objectives or requirements of the assignment without communicating this information to the librarian. 
  
  
• Asking everyone in the class to work on the same topic (stretches library resources too thin).  This is especially difficult when printed materials are involved or if we have a limited number of connections to a database.
  
  
• Requiring students to use resources the library does not own or cannot obtain within a reasonable timeframe. Assigning vague topics or tasks. For example, students assigned general topics, e.g., "women in America," without guidance on narrowing a topic.
  
  
• Obscure research questions (such as treasure hunts in the library) are fun, but out of context. A library assignment is more meaningful if it is related to the actual course content.
  
  
• Sending (or bringing) an entire class to the Library without having talked to your librarian first.  The Library has a limited number of computers available for student use - if you want to make sure that your students have access to the resources and services they need please make arrangements in advance.

Resentment toward rather than appreciation of library research is the likely result of these assignments. Library assignments are more meaningful if students use the information they find for an authentic task related to the topics covered in the course.  (From UC Berkeley Library)

Information Literacy Defined

Individuals in our global, information-rich environment are faced with increasingly diverse and abundant information choices. The uncertain quality and expanding quantity of information, combined with rapid changes in technology, require that individuals be highly sophisticated in their ability to locate, critically evaluate, and use information. The sheer abundance of information will not in itself create a more informed user community without a complementary cluster of abilities to use information and technology effectively. Information literacy is a key component of lifelong learning and is central to the mission of higher education. Information and technology literacy is common to all disciplines, to all learning environments, and to all levels of education. It enables students to master course content and extend their investigations beyond the classroom, become more self-directed, and assume greater control over their own learning. 

As users increase their fluency with information and technology, become engaged in using a wide variety of information sources to expand their knowledge, ask informed questions, and practice critical thinking, they multiply their opportunities for self-directed learning. These skills provide students with a foundation for continued growth throughout their careers, as well as in their roles as informed citizens and leaders of their communities. Libraries staff are committed to ensuring that our users acquire the information and technology skills that will enable them to make well-informed decisions, increase research productivity, continue learning, and create new knowledge. We will work with faculty and staff to provide students with a conceptual framework and systematic approach for managing information, using technology, and developing abilities needed to become lifelong learners. From: University of Washington Libraries Strategic Plan.

According to the Association of College and Research Libraries (ACRL) Information Literacy Standards, 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

Additional Resources

Cascadia Teaching and Learning Academy (coming soon!)

UWB Teaching and Learning Center

Are you comfortable using the resources that your students will be using? Your librarian would be happy to provide you with individualized training.  Please let us know!  

Library