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ENG 1302 Guide for Faculty: Home

Filling out the request form

Guidelines for filling library instruction request form:

Begin by filling out your contact information and information about your class.  We also highly recommend that you upload a copy of their research assignment. This will help the librarian tailor their instruction to the specific research parameters you have set up for your class. 

Six sessions

The following are a few examples of lesson sequences, including examples of combined/condensed instruction sessions. Let's start with a basic six-session sequence. 

Six sessions

Six sessions mean that the librarian will focus on one information literacy concept in each lesson.

  1. Choose which session you want. Except for the Introduction to the Library, all other sessions can be held in whatever order you feel is suitable for your course. 
  2. Each lesson will average 15-30 minutes. 

Classroom

Instruction sessions can be held in your classroom or in one of our library instruction rooms (N412 or N414). It is more beneficial for students to learn information literacy concepts when in a classroom with computers.  If your classroom does not have computers for students to use, we highly recommend requesting a library instruction room for these sessions.  

Additional note on Classroom

The Search Strategies session is typically used as a work session for students to practice using library databases and other search tools to find material for their research paper.  For this reason, we recommend that you schedule the session in a library classroom, especially if you do not have computers in your classroom for students to use. 

Four Sessions

The following is an example of how you can combine lessons into four sessions. 

Session 1

  1. The form will allow you to choose more than one lesson per session. 
  2. Expand on your goals for the session.
  3. Remember, if you combine lessons, the session will need to be longer, approximately 30-45 minutes

Session 2 and 3

4 - 5. There may be some concepts you would prefer to focus on more deeply, keeping them as a single session. 

6. Remember, when not combining lessons, you can expect librarians to keep the instruction between 15-30 minutes. 

Session 4

7. Some concepts combine well into one lesson.  When providing our Search Strategies lesson, we will often demonstrate how to use the citation tools in our library databases, which provides a good segue into a lesson on the importance of citing sources and avoiding plagiarism.  

8 - 9. Remember, the Search Strategies lesson will include time afterward for students to work on their own research while the librarian is there to help them. So, it is best to reserve the whole class period and to schedule it in the library instruction room (or make sure that you're in a classroom with computers for students to use). 

3 Sessions

The following is an example of how you can combine lessons into three sessions. 

Session 1 and 2

1. If you decide to condense the lessons into three sessions, then each session will focus on two different information literacy concepts.

2. Remember, combining two lessons means a longer 30-45 minute session.

3. Some lessons combine better than others. We want to leave it up to the faculty to decide the sequence of lessons or how to combine lessons but if you are ever unsure, contact a librarian for help. Intro to the Library naturally comes before the others, but Plagiarism can blend well with the first session or be combined at the end with the last session. Authority and Evaluating Resources are very related concepts and also combine well.  

Session 3

4. Another good combination is a session starting with how to form a research question and identify keywords, followed by an actual demonstration using those keywords in a search of one of our databases (Search Strategies). 

5. Another reminder, when scheduling Search Strategies, make sure you provide a room with computers for students and plenty of time for them to practice their own search with the librarian there to help them. 

 

Suggested Lesson Combinations

 

If you are looking to combine lessons so as to have fewest instruction sessions, then I would recommend the following: If you are looking to combine lessons but still want to provide optimal time for students to exercise critical evaluation skills, then I would recommend the following: 

Session 1: 

  • Intro to Library
  • Plagiarism

Session 1: 

  • Intro to Library
  • Plagiarism

Session 2:

  • Authority and Types of Resources
  • Evaluating information sources

Session 2:

  • Authority and Types of Resources

Session 3: 

  • Developing a Research Question/Keywords
  • Search Strategies

Session 3: 

  • Evaluating Information Sources
 

Session 4:

  • Developing a Research Question/Keywords
  • Search Strategies

ENG 1302 Library Instruction Request Form

Learning Outcomes

  1. Understand the role of the library in college learning and know where to access library services and resources

  2. Recognize the librarian as a point of contact for assistance when doing research or using library resources

1. Use appropriate discovery methods to define an initial topic and formulate a focused research question. 

2. Break down a research question by identifying key concepts, synonyms and related terms appropriate for a search query.  

1. Recognize different types of authority, such as subject expertise (scholarship or trade), societal position (public office or title), or special experience (participating in a historic event).

2. Match information need to the appropriate level of authority, source type, and research tool in different contexts.

1.  Use indicators of authority, accuracy, objectivity, currency and context to determine the credibility and usefulness of sources. 

2.  Critically evaluates contributions made by others in a participatory information environment. 

1. Match information needs and search strategies to appropriate search tools.

2. Read a search results page and refines search strategies as necessary, based on search results.

1. Credit original ideas of others through proper citation based on a specified style format. 

2. Recognize what constitutes plagiarism and how to avoid intentional and unintentional plagiarism. 

       

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