Library Instruction: A Practical Approach

Each semester we teach over 100 classes on how to conduct research and use the Library's resources. We teach classes in English, Communications, Sociology, Physics, History, Business, and more. Each class we teach focuses on a different topic and resource. We strive to make our instruction meaningful to your students by focusing on a particular assignment, or aspect of the course. We've found that instruction that focuses on an assignment is much more effective, it's important to reach students at their point of need for library resources. Information overload can be a problem with library instruction. Usually we see a class once for 45 minutes, and during that time we try to cover a wide range of resources and concepts. These sessions can be overwhelming.
Our instruction can be so much more effective; focusing on an assignment is a practical approach that works. Students can see the need for instruction and are more motivated to pay attention. Limiting our instruction to two to three learning outcomes is another way to make our instruction more meaningful. Often we get requests to show the students everything the Library has to offer. While it would be nice to be able to do this, we have too many resources and techniques to offer.
Just like faculty preparing for a class, we create learning outcomes and activities that reflect the content of the course. When thinking about scheduling a class in the Library, think about the question: what do I want my students to be able to do as a result of this instruction? Try to keep to two to three answers, and let us know why you want students to be able to do___. This will help us focus on what to cover in class, and what information to put in the Libguide.
Our students need help with research. Let us help your students with meaningful instruction and access to our resources. Contact Torrey Dukes (Lynn) ext 6244 or Christine Goodchild (Danvers) ext.5532