This course will be taught in a synchronous format with asynchronous options for students outside of the United States.
The librarians can use the chat function for multi-modal learning.
Optional: The librarians can use breakout rooms for individual help/instruction.
Content that can be shared asynchronously with students or used during the instruction session:
This course is taught differently by different faculty members. Here are two different options for a lesson plan that you can share with the , but please feel free to work with the faculty member to design the session as needed.
Lesson Plan #1
1. Focus on generation a research question. What is a research question? How can you answer it?
2. Find a source that can help you answer your research question.
You can use this handout. You can also make a copy of and adapt these slides.
Lesson Plan #2
1. How to read a catalog record: Show video, talk through it, ask questions.
2. Introduction to the Information Cycle: Slide that shows the information cycle, not everything is in a book, and why more contemporary topics/artists/etc are not in a book or academic article.
3. Finding books and articles: Pay particular attention to other sources such as Google Scholar.
4. Google v. Library Databases: Describe the difference between them, user experience, etc.
5. Concept mapping as a method to your thesis/argument
You can use these slides. And this handout.
Students email the librarian and faculty member:
Librarians can offer short (1-2 sentences with encouragement and/or suggestions) feedback on the concept map and research questions via email.
