.The Research AssignmentUsing Your Librarian as a Bridge to Learning

Workshop SeriesPresenter: Melanie Moon, M. Ed., M.S.L.S

In the beginning….

tools of the trade

hat she is looking for

here to find it

ow to evaluate it

ow to use it

The Information Literate Student KNOWS:

Accrediting Agencies

Employers Students

WHO CARES?

RESEARCH PAPER due

About 67% of U.S. students who graduated from high school in 2004 went on to enroll in college.

on the flip side…

Many of our students are among the 33% who did not go to college at all.

Student

Instructor

Librarian

You

r Lib

raria

n: B

ridg

ing

the G

ap

Characteristics of an Effective

Research Assignment

Are clear and easy to understand

Are relevant to course goals

Specify the source materials to be used

Are feasible both in terms of the library’s

resources and the scope of the topic chosen

Are designed with and or previewed by

librarians

More Characteristics of an Effective Research AssignmentHave been broken down into a series of shorter, sequenced tasks or assignments Are linked closely in time to instructionAre appropriately challengingEncourage students to use the library for their own needs and apply what they have learned in your class to further their personal and academic goals

SUGGESTED ASSIGNMENT TEMPLATE

Course Number:Course Name:Month/Year/Section:Instructor Name/Contact Information:Librarian Name (your subject specialist)/Contact Information:Title of Research Project:Type of Project (oral presentation, typewritten paper, power point presentation, poster, etc.):

Description/Instructions: Numbered for easy reference

Required Resources (specify the amounts and choose from the following):__Scholarly (Academic, Professional) Journal article – ProQuest __Book – www.libraryworld.com __Web Resource - www.cincinnatilibrary.org ; www.brownmackielibrary.com__Personal Interview

Timeline: Confirm topic with instructor by:Confirm resources with librarian by:Rough draft conference with classmate by:Final draft to instructor by:

Format: Spacing: DoubleFont: Times New RomanFont size: 12 pointMargins: 1 inch on all sidesCitation style: Assign either APA or MLA (do not allow both) In-text parenthetical references: Yes______ No______

Length: Value of assignment: Penalties: Numbered for easy reference

Online Writing Help: Owl Purdue - http://owl.english.purdue.edu/ ie. APA, MLA style guides, Plagiarism, Grammar.

  

Criteria Novice (1) Apprentice (2) Practitioner (3) Professional (4) Scholar (5) Score

Breakout Session Came unprepared to participate (no old assignment, no course outcomes)but collaborated and came up with a few ideas.

Came prepared, collaborated with others, completed 50% of template.

Came prepared, collaborated with others, filled in 80% of template and 50% of rubric, made appt. with librarian to complete the work.

Came prepared, collaborated with others, filled in 100% of template and 80% of rubric, made appt. with librarian to complete the work.

Came prepared, collaborated with others, filled in 100% of template and 100% of rubric, made appt. with librarian to fine-tune.

Reading Assignment

Did not read the assignment prior to workshop but participated in the discussion.

Read the assignment but did not write the paper.

Read the assignment, wrote the paper prior to the workshop.

Read the assignment, wrote the paper prior to the workshop and discussed findings at the workshop.

Read the assignment, wrote the paper prior to workshop, contributed findings at the workshop and made suggestions for further study.

EDMC Research Resources

Did not participate in the screenshot assignment but participated in the discussion.

Located one or two resources but did not provide evidence of findings (screenshot)

Located all 3 resources but did not provide evidence of all three (Screenshots)

Located all 3 resources and provided evidence of all.

Located 3 of the required resources and provided evidence from additional resources.

Grading Rubric

Any Questions?

•ACRL | Information Literacy Competency Standards for Higher Education. (n.d.). ALA | Home - American Library Association. Retrieved June 3, 2011, from

http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency. •Conley, D.T. (2007). The Challenge of College Readiness. Education Leadership. 64(7).•Hardesty, L. (2009). Personal interview. •Levine, M. (2007).The Essential Cognitive Backpack. Educational Leadership. 64(7).•McAdoo, M. (2009). BE THE BRIDGE. American Libraries.•Owen, P. (2010). A Transition Checklist for High School Seniors. School Library Monthly. 1 Apr. 2010: Research Library, ProQuest. Web. •Phillips, R.,S. Bonsteel. (2010). The Faculty and Information Specialist Partnership: Stimulating

Student Interest and Experiential Learning. Nurse Educator.  35(3) ProQuest Nursing & Allied Health Source, ProQuest. Web. 

•Project Information Literacy: A large-scale study about early adults and their research habits. ProjectInformation Literacy: A large-scale study about early adults and their research habits.n.p., n.d. Web. <http://projectinfolit.org/>.

•Stewart, V. (2007)Becoming Citizens of the World. Education Leadership. 64(7). •Wiggins, G., McTighe, J. (2007). Schooling by Design. Association for the Supervision of Curriculum and Development.•Zmuda, Allison. (2007). Hitch Your Wagon to a Mission Statement. School Library Media Activities

Monthly. Research Library, ProQuest. Web. 

BIBLIOGRAPHY