A Selection of Information-Seeking Assignments
and
Their Corresponding Disciplinary Objectives
1. Investigate definitions of words or unfamiliar allusions using specialized dictionaries and specialized encyclopedias; report back to the class, and for writing purposes, submit a paragraph about discoveries.(To find specialized dictionaries and encyclopedias in the library, use the SouthCat catalog; using a Keyword search type--dictionar? psychology or encyclopedia? "engineering" [substitute your own discipline]; then set "Limits" to "University Library Reference").
Offer students a list of unusual words or allusions used by experts. Or have a student select a term used in class that day. This can be used for a different student every day. Objective: Begin to become familiar with the jargon in a field.
2a. Research and write a brief, but interesting, biographical sketch of a founder/personality/scoundrel using books. (To find biographical information in the library, use the SouthCat catalog; using a Keyword search; type--biograph? mathemat? [substitute your own discipline]. Look for whole books, but also biographical dictionaries that contain many practitioners.
Try it yourself.Offer students a list of famous and infamous people in your field. This also works as a daily presentation as well as a writing exercise. Objectives: Begin to learn the personalities and history of the field. Begin to use the SouthCAT catalog to find unknown books.
2b. Online version. Research the founder/personality/scoundrel in your field using both an online database and a wiki. Select Articles, Indexes, Databases on the Library's homepage. From the alphabetical list of databases, choose Biography Reference Bank. Choose it again once you have entered Wilson Web. Type first name and last name of person you are researching. Read the entire entry.
Also do a search for this person on Wikipedia.org. Read the entire entry. Is there a "talk page"/discussion page with criticisms or suggested improvements? Write a brief paragragh evaluating the strengths and weakness of the two sources.
Try it yourself. Objectives: Begin to learn the personalities and history of the field.
3. Use the USA catalog and appropriate databases to identify authoritative subject headings and index terms for some aspect of the field. Create a cognitive map of the LC/MeSH subject headings and a physical map of their location in the library.
Offer students a list of issues that have been written about in the disciplinary literature that can be approached in a number of different ways. Objective: Begin to learn the language of the field, as well as the language used to index and structure the concept.
4.
Write a short report evaluating two articles on the same topic:
one from a popular magazine and one from an academic journal
or a subject encyclopedia. [Offer students a list of relevant issues
and a list of databases to consult.] Objective: Begin to distinguish and evaluate types of writing and publications in
your field.
[See What Do you mean--Periodical, Journal, Magazine, Serial webpage
http://www.southalabama.edu/univlib/sauer/what.html]
5.
Read several editorials or letters to the editor from disciplinary
journals on the same thread and write a explanation of their differences. [Offer students a list of
some journals noted for their letters to the editors or editorial viewpoints.] Objective: Recognize that there are current and ongoing controversies within
each discipline.
6.
Find three articles from journals, books and/or subject
encyclopedias about a current moral or ethical issue in the field. Write a proper citation in the perferred style
and a brief critical annotations for each. [Offer students some current moral or ethical
issues in the field.][Style sheet websites: [http://www.southalabama.edu/univlib/style.html] Objective: Learn to think critically about ethics
as well as learn the citation style for the field.
7.
Turn in a research log for Assignment 6. [ a pre-made Research Log Form.] Objective: Objectify and systemize the research process (as well as get
credit for work that does not necessarily show up in the final paper--also a
defense against plagiarism.)
8. Take the articles found in assignment 6 and expand those into a
short research paper. Objective: Integrate information into a written text and confront plagiarism
issues.
9.
Read a current book [or a chapter or two] in the field and write a review. After having
read the book, find and read published book reviews about the same
book. Write a brief summary or critique of the reviews. [Offer students a list
of current scholarly titles or significant authors which they can track down
in our library or use Interlibrary Loan to obtain.] Objective: Begin to think critically about literature in the field and practice evaluation
skills.
10. Find and discuss the significance of a primary document in the field--what
it is, where it was found, physical format, historical significance, etc. [Offer
the students a list of primary documents.] Objective: Begin to learn the history of the field by actually using primary documents.
11. As a group project, compile URLs of great websites (include important
listservs, electronic databases, electronic journals) on specific aspects of
this discipline and annotate thoroughly as to authority, focus, usefulness and
audience. [Evaluation Criteria webpage: http://www.southalabama.edu/univlib/sauer/evaluat.html] Objective: Evaluate public Internet resources relevant to the field while
creating useful guides for others.
12. Create a webpage with this bibliography and add a link to it from appropriate Wikipedia articles. Objective: Begin to think about adding value and even publishing within the field.
13. As a group project, compile and annotate URLs of bad public websites for this
discipline. [This can be
much more fun and educationally effective for this objective than compiling
good websites.] [Evaluation Criteria webpage: http://www.southalabama.edu/univlib/sauer/evaluat.html] Objective: Learn to think critically about web resources.
14.
Investigate and report on a specific career option in the field:
salary, outlook, education requirements, good and bad aspects. [Career section
of Reference area in the University Library, Occupational
Outlook Handbook online] Objective: Begin to understand that there are a variety of job options within any one field.
15
Investigate grad schools, write and report. [Graduate info: 2nd
Floor North, Reference Dept. in the University Library and the web]. Objective: Find rankings, grad catalogs, other info of practical importance
for further education in the field.
16. Class project: Investigate the author of your textbook using other
publications, book reviews, teaching affiliations, webpages, e-mail address,
etc. Objective: Learn to follow a variety of clues in order to contextualize expertise and authority.
17. Find the information specialists at the University or in the community
in your discipline who can help with particular information problems. Compile
an annotated list. Objective: Recognize the value of authorities as sources of information.
18.
Assignment for the class instructor: Make an appointment to bring your class
to the library for a session on efficient methods and techniques for finding
information in your field. Objective for the class instructor: Recognize that there are librarians willing
and able to assist you teach your students to do disciplinary research.
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last revised: Feb. 21, 2008