Effective Information Literacy Assignments typically have one or
more of the following characteristics:
Specify Acceptable and Unacceptable
Sources
Tell students what kind of sources they are expected to use,
and help them make distinctions where ambiguities occur. For
example, clarify the difference between the free Web found through
search engines like Google, and Web-based periodical
databases.
Encourage Critical Independent
Thought
Assignments that emphasize comparing, contrasting, and evaluating
ideas are more likely to spur independent thought in students than
assignments that emphasize processes such as comprehension and
knowledge. You may wish to consult Bloom’s Taxonomy for words to
use in the assignment description: http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Discourage Plagiarism
This can be accomplished by giving students assignments that are
unusual, engage the students’ imagination, and cannot be easily
completed by copying and pasting off the Web. Use of technologies
such as
Turnitin can also be helpful in educating students about
plagiarism and discouraging its practice. Defining plagiarism in
the syllabus and outlining its potential consequences can also be
effective.
Teach Proper Citation
Require students to cite sources properly, according to whatever
format they have been assigned, and take advantage of resources
such as
RefWorks, which make it simple for students to keep track
of sources and format their bibliographies. Emphasize that citing
sources serves a dual purpose: to fulfill the ethical obligation of
giving credit when using another person’s words or ideas, and to
allow the reader to judge the quality of research.
Grade the Research, Not Just the
Paper
Make clear to students that you will pay close attention to the
sources that they choose, and that their grade for the assignment
will depend partly on the quality of their bibliography. Discourage
them from indiscriminate use of the World Wide Web, and encourage
the use of peer-reviewed, scholarly journal articles. Assign
tutorials to help your students through the process.
Break Longer Assignments into
Steps
For research papers or presentations, have students first submit an
outline with their research question, short outline of what will be
covered, and an annotated bibliography. This is helpful to
students, who get feedback on their topic selection and preliminary
research, and gives the instructor a chance to assist those
students who may have gotten off track.
Use the Information Literacy Grading
Rubric
Share this rubric with your students, and make them aware that it
will be used as the basis of their grade for the assignment. The IL
Rubric is available at http://www.stjohns.edu/assessment.