Library Instruction

Requests for instruction should be made at least two weeks in advance of the session.
Instruction is on a "first-scheduled, first-served basis." Please schedule early to ensure the time slot that best fits your student's needs.
The topics of the instruction should be within the expertise of the librarians.
Faculty members should attend the complete session with their students. Interaction enriches the learning process, and stresses the importance of library instruction to students.
Faculty are strongly encouraged to link the instruction to a specific assignment, and to time the instruction so that it coincides with a due date.
Use of classrooms, labs and other electronic resources for the instruction session will be arranged by the librarian.

Link the instruction to an assignment. (Please do not create a "scavenger hunt," but an assignment that helps students practice information skills for a lifetime.)
Time the instruction when the information will be used immediately by students, not a month before they begin the assignment.
Attend the instruction session - you will know what information is being provided to students and can give feedback regarding the instruction and any gaps or improvements needed.

A goal or purpose: Tell students what they are expected to learn and why. Make sure you know what you want students to accomplish with the assignment. Don't expect too much of novice researchers - start small and build.
Doesn't assume that first year students fully understand the research process
Encourages critical approach: Don't just send students to find information, ask them to evaluate or analyze it.
Relevant to the course content: Allow students to delve more deeply into the course content. Un-integrated assignments are perceived as "busywork."
Repetition: Good assignments allow students to practice new skills.
Tested: Try out your own assignment. This will help you see if there are obstacles or difficulties that may frustrate students.