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Library Instruction

This guide explains what library instruction is, how it can be custom-tailored for your class, how to schedule instruction and general FAQ's about library instruction.

Learning the Ropes

MCC students recently participated in a Project Information Literacy research study that looked at the research strategies of first year students as they transition from high school to college. MCC was one of six colleges and universities that participated in this study. There are four key areas identified that students struggle with: 

  1. Formulating effective and efficient online searches 
  2. Identifying, selecting, and locating sources
  3. Reading, comprehending, and summarizing materials 
  4. Figuring out faculty’s expectations for research assignments

Read the full report linked below:

How Freshmen Conduct Course Research Once They Enter College

Does This Sound Like Your Students?

WHAT COLLEGE FACULTY SAY FRESHMEN STUDENTS DON'T KNOW ABOUT RESEARCH!

GENERAL

Know what they dont know

Know who to ask for research help

Understand library jargon, ex. peer-reviewed

 

RESEARCH PROCESS & QUESTIONS

Follow research process steps

Estimate time required for research

Define a research question or topic thats not shallow

 

SEARCHING FOR INFORMATION

Find different formats of information

Understand that web search engines rarely locate college-appropriate information

Distinguish between library catalog and online databases

Conduct effective searches  using: 

-Keywords, alternate search terms

-Boolean terms (AND, OR, NOT)

-Controlled vocabulary, subject headings

-Field searching (author, title, etc.)

Interpret search results ( book chapter vs. article)

Find full text  articles

Find books using Library of Congress (LC) classification, not Dewey

Use reference books in the library

Regroup when first attempts to find resources dont work, ex. try a different database

 

EVALUATING INFORMATION

Weed through search results to find adequate and accurate information

Evaluate information using standard evaluation criteria

Distinguish between popular and scholarly articles

Disregard inadequate or inaccurate information

 

USING INFORMATION

Synthesize, communicate, and argue a thesis using evidence

Analyze data and statistics

Represent, analyze, and critique the words and ideas of others ethically

Write without plagiarizing

Cite sources properly using multiple citation styles

 

P. Owen & M. Oakleaf, Using Evidence to Bridge the 12-13 Gap, OELMA, 2008.