Information Literacy Guide: Create Research Assignments

Why Research Assignments?

• ·         Engages students with course content
• ·         Provides opportunities to use research tools, concepts, and techniques
• ·         Provides collaborative and active learning opportunities
• ·         Supports information literacy General Education learning goal

To create an effective research assignment:

Plan:

·         Design and test the assignments. 

o   Try doing the assignment yourself.  Were you able to complete it using library resources?  Were there areas in which the library came up short?

·         Allow students plenty of time to complete assignments.

·         Make sure the library has the materials your students need to complete their research.

·         Work with library liaisons to fill any gaps in the collection.

·         Place items on reserve if students are working on the same or similar topics (allow 48 hours for processing of reserve materials).

Be Clear:

·         Set objectives for research skills to be acquired and make them clear to the students.

·         Provide clear written directions for assignments.  Consider sharing with the library.

·         Use correct terminology.  Define any questionable or vague terms.

·         Be clear about documentation style, number and type of sources required, and any restrictions (such as no Wikipedia)

Avoid These Pitfalls:

·         Assuming Students Know the Basics

o    Don’t assume students know how to do academic research on the Internet or in the Library.

o    Subject-specific research may require specialized research tools.

·         Requiring Resources that are Unavailable

o   Be familiar with the library collection and resources in your discipline and contact your liaison to help fill any gaps in the collection or to prepare for an assignment. 

·         The Whole Class Working on the Same Assignment

o   Select different topics so students don’t exhaust materials available at the library.  Barring that, consider placing some materials on reserve so all students will get a chance to look at them. 

·         Vague Topics

·         Scavenger Hunts – locating specific facts or trivia doesn’t teach replicative research skills.

How can the library help me?

·         Library Instruction

o   Can help introduce students to information sources and research strategies or reinforce those tools and techniques.

·         Liaisons/Collaboration

o   Can help with assignment planning and design and determining the feasibility of whether an assignment can be completed at the library.

o   Can help inform you about changes in the library collection and new acquisitions.

o   Can help order materials in your discipline to facilitate assignment planning and completion.

o   Can serve as a point of assistance for students, in person or embedded into an on-site, hybrid, or online course via Blackboard. 

·         Brochures and Handouts

o   Can provide a list of resources to assist students and a starting place for research and citation.

Sources:

• Carroll Community College (CAR)
• Concordia University Libraries: http://library.concordia.ca/services/users/faculty/infolit/infolit-assign.php#examples
• Memorial University of Newfoundland: http://www.library.mun.ca/qeii/instruction/assignment_ideas.php
• University of Maryland: http://www.lib.umd.edu/guides/assignment.html

Suggestions for assignments that incorporate information literacy and provide alternatives to the research paper.

See additional suggestions under Effective Assignments Links.