Creating Effective Library Assignments

Help Your Students Get the Most Out of the Library

The UNF Library welcomes and encourages faculty and student use of the facility and its resources. One of the best ways to ensure that your students have a satisfying research experience is to provide them with opportunities to use the library for research. A library assignment can be appropriate in any class and the library's instructional staff are eager to help you coordinate the learning experience. Before making a library assignment, do your students and your librarians a favor and review the following assignment tips.

Purpose of Library Assignments

An effective library assignment has a specific, understood purpose. It relates to some aspect of the course subject matter or learning objectives. It will lead to increased understanding of the subject or the process of locating information related to the subject. A library assignment that meets these criteria is an excellent teaching tool that can enhance and enrich the student's learning experience.

Implementation of Library Assignments

In order to be effective, a library assignment must be implemented in an appropriate manner. Students should be prepared for the assignment, told why they are doing it and what purpose it serves. If the assignment requires the use of specific sources, students should be given a list of them and arrangements made with the library to assure availability and access. If it involves the use of complex sources or unfamiliar research strategies, students should be oriented to these by the faculty member or by a librarian in a customized, scheduled library instruction session. When testing an assignment, try to put yourself in the students' shoes with their experience and perspective.

Characteristics of Effective Assignments

Clarity If students have trouble understanding what they are supposed to do, they will have trouble doing it. Give library assignments in writing (not orally) to reduce confusion.
Use of Correct Terminology Students tend to interpret library assignments literally, and are easily confused by terms they, and the librarian, cannot interpret definitively. Define any questionable words. For example, some instructors differentiate between magazines and journals, while others use the terms interchangeably. Does "library computer" mean the library catalog or a research database. Does "find an article on the Internet" really mean the full Internet or a research database?
Currency The library is continually changing, and these changes will affect library assignments. New sources and ways of accessing information replace old ones every day. Check your assignments regularly so your students are not asked to use outdated or no-longer-existing methods and sources. If you are no longer familiar with the library, contact Jim Alderman or Mary Davis (x2616 or alderman@unf.edu or mdavis@unf.edu) for a Faculty Orientation.

Pitfalls to Avoid

Assuming Most Students Already Know the Basics Don't assume that your students have had prior experience in using the library. Transfer or new graduate students may have no experience in this library system. Students who have had a general library orientation may not have been exposed to sources relevant to your assignment. Also, basic introductory skills may be inadequate for an upper level subject-based research assignment.
An Entire Class with the Same Assignment If an entire class has the same exact assignment, needed resources will be difficult to find at best or may disappear or be vandalized at worst. Telling students to "put it back" just does not work. Even the most honorable of students may reshelve items in the wrong place. If it is necessary for a whole class to use a particular source or set of sources, have them put on reserve or placed behind the Reference Desk.
The Scavenger Hunt The least effective assignment possible asks students to locate random facts. It lacks a clear purpose, teaches little, and is very frustrating. Frequently librarians, not students, end up locating the information. Please contact Sarah Philips, Head of Reference, if you are planning to give a treasure hunt style of assignment.

Role of the Librarian

When it comes to library assignments, librarians are an excellent resource. While a librarian will not create an assignment for you, one will be glad to work with you in developing the assignment, look at a draft, and provide comments. Since students will be coming to the Reference librarians for help, it would aid the librarians to have a copy of the assignment and recommended sources in advance. When an assignment is over, librarians may be able to provide feedback. Did any students seem confused or have trouble understanding the assignment? Were there any problems with resources or access problems related to the assignment? Faculty and librarians working together can make library assignments successful learning experiences for students.

Resources

The Carpenter Library offers a variety of customized orientations or advanced instructional sessions in its Instructional Resources Center. To get information about tours, lectures, and demonstrations, contact Mary Davis or Jim Alderman in the library Reference Department at x2616. If you want a session during the first three weeks of a semester, schedule it as soon as possible as this is a busy time for library instruction. If at all possible, submit your request at least two weeks in advance to ensure room and resource availability.

To schedule a session, please use the Online Request Form.

Contacts:

Jim Alderman 620-2616
Reference Department 620-2616
Online Request Form

This guide was adapted from a guide prepared by librarians at Texas A & M University.

Some guides use the free Adobe Acrobat Reader toaccess portable document files (pdf).

Browser requirements for databases and library catalog.