Defining Your Research Topic This exercise is part of an online tutorial at California State University's Information Competence site. It asks students to formulate a few research questions on a given topic, and define the important words, concepts, and synonyms. They also must identify (based just on the title) which articles from the list provided may help their research. It concludes by asking students to revise and rephrase the research questions to reflect the narrower focus that such an analysis will inspire. There are many ways to use this type of exercise, even if you don't have a web-based instruction program. One way would be to give it out via e-mail before a library instruction session, with instructions for students to complete it individually before the session. It can also be done in ten minutes at the beginning of a library instruction session, with students working in groups.

Business Research and Jigsaw Puzzles This is not an assignment but a useful comparison to help students understand business research. Found on the web page for Ka-Neng Au and Roberta Tipton from Rutgers University, New Jersey. Can be adapted for any topic, should help students understand how to approach their research need and ask appropriate questions.

Company Research This assignment has students working in teams to write a company profile. Works them through a series of questions and advises them on reference (print and electronic) to help them arrive at answers. Created by Diane Zabel, Business Librarian, Penn State University Libraries.

Identifying Bibliography Entries Richard Feinstien describes this assignment on SUNY StonyBrook's web page. It calls for students to analyze a bibliography, identifying the entries as books, essays or chapters in books, or journal articles. Also requires that the students discover if the library owns the items, which helps students meet Competency Three because they must access campus information systems.

Library of Congress Call Number Quiz This interactive quiz, from the Western Connecticut State University Libraries home page, quickly teaches a basic skill that is often overlooked in our high tech days. I would request that students take this quiz before arriving for a library instruction session.

Research Strategy Assignment This assignment from Stauffer Library, Queen's University, Kingston, Ontario (Canada), can be used with large classes (up to 500!) because Teaching Assistants follow up on the assignment in small group meetings. It exposes students to appropriate research tools, then asks that they use those tools to write an annotated bibliography and a paper. This achieves Competency Four, as well, since it asks students to think critically about the content of information sources.

Using Controlled Vocabulary is a page from Stewart Library of Weber State University (Ogden, Utah). It demonstrates how various databases use different terminology to describe the same concept. This could be used as an assignment by asking students to fill in the appropriate terms--in other words, they have to use three or four databases, and discover the terms each database is using for the same topic. This will help students understand the need for effective search strategies.

Using InfoTrac SearchBank and Using Yahoo This assignment asks students in the First Year Experience at Weber State University in Ogden, Utah, to compare the quality of information found in articles with the quality of information found on web sites. Helps students achieve Competency Two because it builds skills in selecting appropriate sources, and also Competency Four, as it forces students to think critically about content.

Resources Review This assignment (from Susan E. Beck, New Mexico State University) asks students to choose a "traditional" reference resource (print or electronic) and write an annotation of it. This will achieve several goals since students are forewarned that although there are traditional reference sources online, they are few and far between. I like this because it will help students apply criteria commonly applied to print resources to online resources as well.

Subject Heading Changes Over Time Another one from Susan E. Beck, New Mexico State University. The second half of section B of this assignment is called "Subject Heading Changes Over Time." It helps students understand the methods of organization used in the past. Librarians who have tried to help students find 18th, 19th, and early 20th century primary sources will recognize the value of this assignment.

See What You Learned About Database Basics and See What You Learned About Finding Articles are examples of the web-based quizzes that the University of Arizona uses at the end of each module of their Research Instruction Online, or RIO, tutorial. (At the College site, choose "Library" then "RIO-Online Tutorial." Now look at "Database Basics" or "Finding Articles.") Students can submit the form to have their answers corrected immediately. This type of quiz can also be used at the end of an instruction session, to assess student learning. The Database Basics Quiz tests achievement of Competency Three, while the Finding Articles tests achievement of Competency Two.

Mock Database (PDF File) Evelyn Rosenthal, Dutchess Community College, uses this assignment to teach database construction. She asks students to create an original database record with at least five fields filled in with data. (Her example is for a cat named .Paws and includes a field for Toys. Cute!) This really helps students learn to search efficiently.

Human Database Sue Ann Brainard from SUNY Geneseo uses a technique similar to the one above. Students each get a card that represents a record in a database. (In her example, information or "data" about a film is arranged in fields.) Database features and search techniques such as boolean operators, subject headings, phrase searching, etc. are demonstrated by having the students act out the commands just as the computer would.

Research Paper Topic Focusing Worksheet Another gem from UCLA College Library, this worksheet is completed before a library instruction session, forcing students to think about narrowing and broadening. Can serve as an introduction to library terminology, such as "limiters." Helps students learn to narrow and expand a search, which is an indicator of Competency Three. Also helps achieve Competency One, as it teaches students to determine the focus of their research.

Concept Mapping is a technique used by Kim Davies at SUNY Geneseo. The students are shown how to break down a research topic ( PDF file) and then are given a real example research statement with boolean operators, keywords, and different subject headings ( PDF file). Next they fill in a blank concept map (PDF file) for a given research statement. They work it out on paper and then go to their computers to work within the different databases. This not only gets students into databases, but also addresses Competencies One and Three by forcing students to think about their information need and brainstorm about probable sources.

The Places Game This rather complicated game, described on the home page of Purdue University's D. Scott Brandt, is designed to introduce students to client/server technology, which the internet is based on. A solid understanding of information retrieval concepts will become even more essential as dependence on the web grows. Also accomplishes Competency Seven, since it trains students to use various formats to generate and communicate information.

Traveler's Guide to Exploring Planet Library This is more of a framework than individual assignment, but does include many good ideas. Tina Evans Greenwood, Library Instruction Coordinator, and the other instruction librarians at the John F. Reed Library, Fort Lewis College, Durango, Colorado, have designed a whole Information Literacy course based on a science fiction premise. Students are told they will be part of a new community on another planet. They do research using a variety of sources to find out how they can contribute to the new community.

Search Scenario (PDF File) Sue Ann Brainard of SUNY Geneseo uses this assignment with students who have used a database before, but are unskilled in the refining of a search strategy. The students are given a search topic and the first (failed) attempt at a search strategy. They are told why the search is not satisfactory and then told to refine the search statement until they get satisfactory results. Starting with a failed search teaches troubleshooting skills.

Who Dunnit? This assignment from the librarians at UCLA College Library asks students to analyze and categorize web pages. Helps students determine the accuracy, relevance, and comprehensiveness of information.

Critical Reading of Newsgroup Articles This assignment is from Ruth Vilma at Helsinki University of Technology. It calls on students to access a newsgroup, select an article, and evaluate it according to a given set of criteria. It is advantageous for us to direct our students' attentions to newsgroups, as they are likely to find many newsgroup articles in their web travels. Distinguishing fact from opinion, and learning to poke holes in someone's argument, is a crucial skill our students need to develop. Also addresses Competency Three, since newsgroups are a new group communication method that our students should be familiar with.

Evaluating web sites: Hoax? Scholarly research? You decide! This exercise, part of the UCLA College Library Instruction Site, instructs students to pick from a list of web sites and examine them for evidence relating to a topic. Students then have to report their findings, and justify the use of the site for a research paper. This assignment can be used to remind students that some web pages are like pamphlets and brochures--OK for gathering background information but usually lacking depth.

Understanding "The Literature" of a Discipline This assignment, briefly described on the web page of the Memorial University of Newfoundland Libraries, St. John's, Newfoundland, addresses Indicator Six of Competency Four. It has the students exploring the production and dissemination of information in a given discipline, answering such questions as: What does "the literature" of a discipline look like? How is the knowledge produced? By whom? A much needed assignment I fear many of our students would struggle with...

Tracing a Scholar's Career The web page for the Memorial University of Newfoundland Libraries, St. John's, Newfoundland, describes another assignment that gets students to look closer at issues of the publishing of scholarship. Students choose (or are assigned) a scholar/researcher and explore that person's career and ideas by locating biographical information, preparing a bibliography of his/her writings, and analyzing the reaction of the scholarly community to the researcher's work. The assignment also addresses Competency Two by requiring that the student use biographical, bibliographical, and citation sources.

Publications Hierarchy Kim Davies and Sue Ann Brainard from SUNY Geneseo have created a hands-on activity that requires students to categorize periodicals as being scholarly, refereed, trade, popular, or tabloid. A companion activity asks students to categorize web pages the same way.

Jumping to Conclusions This page is part of a "Critical Writing Across the Curriculum Project" at Longview Community College. It presents situations that test students' abilities to tell a good argument from a bad one, and makes them decide if a conclusion is erroneous or justified by the facts. While this is not a library-related assignment, analyzing these situations will certainly fine tune skills necessary for critical analysis of resources. An assignment using this technique would help students achieve Competency Five since it develops information "processing" skills, as well as Competency Four, since it develops the ability to distinguish between fact, opinion, and points of view.

Facts, Opinions, and Reasoned Judgments This page, created by Patty Illing and Michael Connelly, is part of a "Critical Writing Across the Curriculum Project" at Longview Community College. After defining the terms fact, opinion, and reasoned judgment, the page presents students with a list of questions they should ask themselves when evaluating an information source, print or electronic. This can be used in the classroom in many ways. For instance, after students apply these criteria to an article or web page, consider having a classroom debate about the article or web page, which should show how difficult it is to achieve consensus on what is fact, what is opinion, and what is a reasoned judgment. Accomplishes Competency Four (critical thinking) and Five (processing information.)

Case Studies Beth Mark from Messiah College Library, Grantham, PA, describes an excellent assignment from the college's Nursing Department faculty. Nursing students are each given a case study. They must gather information from experts, lay people, research articles, the internet, organizations, etc. They are required to evaluate every source for validity, applicability, etc., and write up how they think the case should be managed, based on their research. This use of scenarios that students are likely to encounter out in the world forces students to be creative decision-makers. Since it also requires students to organize information for practical application and synthesize information from a variety of sources, Competency Five is also accomplished. Competency One is achieved, since students must decide for themselves what kinds of information they need to seek in order to make a decision in the case.

Case Studies Athena Holcomb from the University of Central Florida suggests presenting groups of students with scenarios or case studies to brainstorm, evaluate, and propose solutions. Scenarios can be very effective, and, when students are given enough time to fully explore the possibilities, achieve many of the competencies simultaneously. For example, students should identify what information is needed for them to make a good decision in the case (Competency One), and they should gather that information from a variety of sources, including some electronic sources (Competency Two and Three.) Evaluating the sources, organizing the information, and using it to come to a decision shows that students have made progress toward Competencies Four, Five, and Six. Including a presentation of some kind, either written or verbal, would accomplish Competency Eight.

Designing Library Assignments is full of advice from Cory Laverty, Instructional Services Librarian, Stauffer Library, Queen's University, Kingston, Ontario, Canada. One useful technique recommended is to assign a research task, then ask the students how they would complete it. In addition to uncovering misconceptions about how to complete an assignment, this technique achieves Competency Six, which requires students to problem solve. Requiring students to predict how much time it will take to complete the project will help test their ability to define a manageable and realistic timeline. It can also be a confidence booster: students get to show off what they know in terms of research skills. Cory's page Critical Thinking and Information Use is extremely helpful also.

Read the References Once again, there's a great assignment on the web page for the Memorial University of Newfoundland Libraries, St. John's, Newfoundland. The assignment "Read the References" has students read an article, and then obtain and read all articles listed in the works cited list. This really helps students see how an author takes ideas from others, gives credit properly, and creates new knowledge by synthesizing all of the information gathered. Competencies Five and Six call for students to learn how to synthesize information from a variety of sources to create something new. This assignment helps achieve both, as well as Competency Eight, which addresses issues of intellectual property and plagiarism.

Creating Newsletters Beth Mark from Messiah College Library, Grantham, PA, works with several Health Education and Sports Medicine faculty members who have their students create newsletters on athletic training/sports medicine/health issues. By asking that they gear the newsletter toward a fictitious but realistic audience (coaches, rehab faculty, etc.) she is encouraging her students to learn that information can be packaged differently depending on the audience, and that when information is presented in an appropriate format and for a narrow audience, the product is more likely to be effective. This assignment can be expanded to require students to create a web page for the newsletter. Knowledge of HTML and skill in the manipulation of electronic information will become increasingly important as students enter the workforce, and is articulated in Competency Three.

FTP & e-mail: In Depth This assignment from Susan E. Beck, New Mexico State University, asks students to send an assignment to her via e-mail and FTP. It is important for students to know how to electronically share the information they are gathering. This definitely prepares them for a future that no doubt will include increasingly complicated methods of communication.

Documenting Information (PDF File) Evelyn Rosenthal, Dutchess Community College, has students cite a book, article, encyclopedia, and web site using MLA. It is Part Two of that assignment that is most interesting, however, as it contains a real situation in which failure to document properly (and get permission to republish) causes problems for many.

Election Research Bonnie Stephenson from Saddleback College in Mission Viejo, California, asked the students in her "Library Research on the Net" class to use the web to gather information about the candidates for the governor's primary election in their state. The students had to find one official and two unofficial web sites devoted to each candidate, and submit a paper that evaluates and compares the sites, noting differences between the official and unofficial sites. The use of the gubernatorial race as a topic makes this assignment perfect for helping students achieve Competency Eight, as it makes students aware of the implications of access to information in real life situations. It also aids in achieving Competency Three by focusing on the use of information technologies, and Competency Four because it requires evaluating information.

Case Studies Ed Rivenburgh of SUNY Geneseo uses case studies to stimulate discussion about the ethical, legal, and sociopolitical aspects of information technology. Scenarios are handed out to groups, who have to discuss the problems, and decide on a solution. In one scenario, the director of a library is faced with a complaint by one student about other student's use of library workstations to search the web for pornography. Another scenario presents a library director dealing with a new college policy: no one on campus may use e-mail for personal use. As they discuss the scenarios, students become aware of the many issues surrounding freedom of information and the power and responsibility associated with it.

Article Response Paper Created by Sue Ann Brainard and Kim Davies, SUNY Geneseo, this assignment requires that students choose one article relating to libraries, research, censorship, the cost of information, etc., and write a one page response essay. A list of articles is provided, along with enticing quotes from the articles to pique students' interests.

Notebooks Beth Mark from Messiah College Library, Grantham, PA, reported that in order meet the requirements for certification by NATA (National Athletic Trainer Association), sports medicine majors must demonstrate that they are committed to continuing education. They keep a notebook for each class, with information gathered for the class from various means (interviews, library research, observation of clinical situations, treatment of an injured athlete, etc.) This kind of activity should help students recognize that the information search process is evolutionary and changes during the course of investigation, which is an indicator of Competency Nine. Also helps students see their own progress in acquiring skills and knowledge, building self-confidence, and may show how their own attitudes about their discoveries change over time. After graduation, this kind of notebook could become a valuable resource to connect their education with what's happening on the job.

Portfolios Sue Ann Brainard of SUNY Geneseo has used portfolios to track changing behavior of students over a semester. While researching, organizing and writing a research paper, students were asked to keep a log of their progress, commenting not only on how the focus of their paper changed over time, but also on the frustration of searching for information. The logs revealed real growth in the students, who recognized that their own information-gathering skills increased by the end of the semester.