St. Augustine through flowers

Instruction

About Research Instruction Services

In support of the University Libraries' mission, Instructional Services addresses the needs of our diverse academic community by teaching research skills that support students' and faculty members' ability to pursue free, self-directed inquiry and lifelong learning.

Queens CampusStaten Island Campus

Prof. Ben Turner
718-990-5562
[email protected]

Prof. Mark Meng
718-390-4458
[email protected]

In support of the University Libraries' mission, Instructional Services addresses the needs of our diverse academic community by teaching research skills that support students' and faculty members' ability to pursue free, self-directed inquiry and lifelong learning.

Librarians provide research instruction through a variety of means, such as the Research Survival Guideworkshops for students and faculty, and class visits, through which librarians provide guidance for students in completing research assignments.

 

Characteristics of Effective Information Literacy Assignments

Librarians also work directly with faculty members and provide guidelines for designing effective research assignments.

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 likeGoogle, 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: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

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 Zotero, 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.

To schedule a class visit, or for feedback on your research assignment, please contact us.