C/I Assignments: Some of the Best
Tips: Responses/Suggestions by C/I Faculty

 

2001

2000

1999

 

Library Component of C/I - Summary
December 12, 2001

 

Goals

• Hands-on, not just library lecture, relevant to later assignment, find hard copy resource
  
  • Explicit assignments
  • Explicit instructions
  • Come to library more than one time
  • Move students toward college level, self-motivated research process through semester-long process



• Involves finding various kinds of resources, including group work, projects with CLs, etc.

• Three structured assignments, each progressively advanced

• Two one-hour sessions of interactive exercises (instructional classroom)

• Have students get a source and bring back to session for evaluation; re: primary/secondary, etc. sources

Suggestions

• Librarians reinforce use of primary sources

• Provide list of library staff, specialties, times available

• Three sessions rather than two

• Students need citation instruction

• • Carolyn builds in a citation writing exercise into her worksheet.
  • Wayne builds it into first assignment.

 

Worked Well

• Faculty collaboration with librarians.

• Class demonstration of how to find resources when one says "I found nothing."

• Steve found handout with citation samples useful.

 

Suggestions for Spring Workshop

• Don't run workshop while another is also in progress.

• Small group sessions rather than one large group exhibition.

• In small group sessions, target specific recurring needs of incoming freshmen & CI faculty.

• More collaborative working through assignments/ideas.

 

Library Component of C/I Summary
Lunch of December 6, 2000

1. What did you set out to accomplish in C/I regarding the library?
   • Understand sources of different material
   • Library tour to get them into the building & to see where things are located.
   • Introduce to faces in library
   
   
2. What worked well in achieving what you sought to accomplish relating to the library?
   • Tours in small groups
   • Instructional classroom
   • Hands-on sessions(s) w/librarian, especially in Monday evening time
   • Having prior knowledge of websites that profit from plagiarism
   • Longer time block on Monday evening for library session(s)
   • Start collaboration w/librarian early spring or summer @ latest
   • Session related to specific assignment
   
   
3. What might you change relating to the library if you were to do C/I again next fall?
   • Timing assignment(s) with library session(s) so can integrate
   
   
4. What advice/recommendations would you give to classroom faculty/librarians regarding the library component for next year?
   • Use CL's perspective as a current student
   • Awareness of student passivity in learning process.
   • Awareness of short timeframe to get them into active role.
   • Relate library sessions to assignment
   • Utilize CL's more especially in beginning; perhaps have librarian meet w/CL's for library orientation.
   • Schedule 10 a.m. with reference librarian and Monday evening hands-on session on same day.
   
   
5. What was helpful from the Spring workshop? What would be more helpful?
   • Address more How to evaluate all types of info sources web-print-media
   • Having an assigned librarian actively participating in planning sessions
   • Ability to order C/I materials in summer to have on hand for CI students
   • Provide more examples of successful assignments
   • Provide examples from each librarian used w/previous C/I faculty
   • Provide this info on website
   • Librarian stay in pursuit of C/I faculty for early planning

 

Library Component of C/I - Summary
Lunch of December 1, 1999

• To communicate a "culture" of propriety/deportment while using the library.

• To provide mini-refresher courses on working on research in library that can be communicated to freshmen as a follow-up, since C/I shouldn't be the only time students are engaged in using research skills, which include the evaluation of resources. Such sessions need to become part of the courses offered within departmental majors based upon consultation/negotiation between the department, the faculty member and the librarian.

• To plan carefully, the number and timing of sessions with the assigned librarian.

• To provide a course of what is doable with the resources existent on campus is important. The librarian assigned can help determine those constraints.

• To provide the customized work between a faculty member and a librarian on what will be gone over during the sessions as well as handouts.

• To allow the faculty member, if he or she desires it, to conduct the orientation tour of the library, as well as, having the C/Ls, or the librarian, or a combination. There is also a self-guided tour available in the lobby of the library and also on the library's home page.

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