The following criteria will provide you with some guidance when developing or re-evaluating library assignments.
- Relate your assignment to the topics, subjects, and/or the texts being discussed in class.
- Provide clear objectives and directions for completing your assignment.
- Provide a variety of topics from which your students can choose.
- Provide a list of various resources your students can consult.
- Date ranges, when included, should be flexible enough to accommodate all of the topics chosen by your students.
- Provide correct titles, locations, and call numbers when suggesting materials to consult.
- Ensure this material still exists in our changing collections.
- Make sure the assignment is appropriate to the knowledge/skill level(s) of your students.
- Make sure that there is sufficient information available at the libraries for the topics chosen by your students.
- Make the due date/time frame realistic based on the availability of materials.
Free of library jargon
- Define terms such as "abstract" vs. "annotation," "citation," "index," "scholarly journal" vs. "popular magazines" if you include them in your verbal or written directions.
Fosters critical thinking
- An integral part of doing research is evaluating the information found.
- This could translate into requiring annotations (critical interpretations) to bibliographies, comparing different accounts of the same event, judging criticism or opinions against one's own views, etc.