RESOURCE-BASED LEARNING
We are encouraged to see the amount of students utilizing the
library resources. We would like to promote all faculty to include a library
component in their courses. The emphasis on library instruction by the Middle
States Accreditation coincides with the "information age" and the
relevancy of retrieving information from resources such as the web and other
databases. Critical thinking is fostered with a library assignment that combines
the course subject with information skills. This resource-based learning teaches
students to gather, analyze, interpret and critically evaluate the material
and information they've selected.
Below are some practical hints for a positive student experience
on their assignments utilizing the library resources. I know many faculty already
use them.
-
Planning an assignment - Try to involve the librarian
while planning an assignment. A librarian can work with you to design an
assignment to meet your course objectives.
- Provide a copy of your library assignment to the reference librarians
so that we may better assist your students.
-
Assume minimal information skills. - We have a diverse
student body and many students did not learn what you think they learned
in high school. Many students may not have the computer skills and information
literacy skills required for your assignment. Using library resources effectively
requires different levels of information skills.
-
Check library support for your assignment. - Check
to see if needed material for assignments are available in the library or
on the web. The library does not own everything, but should have the necessary
resources to help your students find material for their assignments. We
also offer entire class instruction or individual help (TRAP) with locating,
using and evaluating resources for the assignments.
-
Explain assignments clearly to students. - Be sure
they understand level and objective of research. Provide clear directions
and specific expectations. Please include correct citations or web sites
of specific material needed.
-
Provide time and guidance. - For major projects structure
the assignment to have multiple deadlines or steps. More learning will occur
and less misconceptions of the project if it is monitored with early and
frequent feedback. Students need this "thinking time" between
stages.
-
Avoid scavenger hunts. - Locating obscure facts only
frustrates students. Encourage finding facts that are relevant to your course
and the student's needs
-
Teach information skills. - Arrange with the librarian
for a course-related library class or include these information skills in
your class with the assignment. Encourage your students to ask for help
at the Library Reference Desk, where teaching information skills continues
on an individual basis.
Adapted from:
Research Projects for College Students by Marilyn Lutzker,
New York, Greenwood Press, 1988. and Resource-Based Learning Guidelines
by Bonnie Preston
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