DEVELOPING
RESEARCH-BASED ASSIGNMENTS
Nancy McFarlin
Instructional Services, Hale Library
Research assistance is available to
students and faculty in a variety of formats
through the KSU Libraries: individual assistance
is provided at the Reference Desk; students and
faculty may make appointments with subject reference
librarians for more in-depth assistance; faculty
may schedule a library presentation for courses
that include a research assignment.
Librarians may act as guest lecturers to classes
providing an overview of materials available
in the field as well as how to use particular
sources, such as the online catalog, periodical
indexes and CD-ROMs. Strategies for organizing
research, integrating traditional and electronic
access, and evaluating sources are emphasized.
Based on the experience of providing these
instructional services, reference librarians
can pinpoint those factors which contribute
to the effectiveness of a research assignment
as well as the leading contributors to students'
research frustrations.
The following suggestions are offered in the
spirit of enhancing the research process (and
product) for students, instructors, and librarians
alike.
As an Instructor, please DO:
-
Plan on spending the time and energy necessary
to develop and implement an effective research
assignment.
-
Clarify and state the assignments' objectives
(expected outcomes).
- Be sure the Library can support your research
requirements.
- Consult with a librarian while developing
your assignment to be sure it is appropriate
for your objectives and for available materials.
- Schedule a library presentation to provide
your students with library use skills, an awareness
of available sources, and the ability to develop
a search strategy.
- Specify the level of research expected from
your students (popular vs. scholarly).
- Specify a particular style manual and/or your
stylistic expectations (footnotes vs. endnotes,
etc.), and the basic parameters (length, format,
etc.).
- Discuss plagiarism with your students.
- Structure the timing of the project, and build
in a period for responding to student questions
and problems in acquiring materials.
- Develop mechanisms for monitoring student
progress.
- Refer students to the Libraries' self-instructional
materials (Information Center, lobby).
- Encourage students to ask for assistance at
the Reference Desk.
- Supply the reference staff with a final copy
of the assignment.
Please AVOID:
- Assuming that your students have any library
skills or expecting them to be able to locate
information without a knowledge of the access
points (card catalog, LYNX, periodical indexes,
CDs).
- Giving a student a sketchy reference to a
particular item or a vague subject area and
expecting the student or the library staff
to find what you had in mind.
- Referring students to specific journals to
find articles on their topics (unless browsing
serves a purpose). If you do, please provide
them with the journals' call numbers.
- Limiting research to a particular index (most
subjects are multi-disciplinary).
- Limiting research to a particular format,
such as journals or books.
- Asking for materials too current to access.
- Sending an entire class in search of the same
item or the same information.
- Asking for a research in topics of a local,
state or regional nature (these are difficult,
at best, to acquire).
The University Libraries staff is anxious
to work with teachers to develop assignments
and provide assistance which will promote effective
and satisfying library research experiences.
If you are interested in consultation regarding
library instruction or orientation (research
tours, self-instructional materials, etc.),
please contact the Libraries' Office of Instructional
Services, 532-7446 or your academic departments'
subject reference librarian.