library research assignment sample

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Effective research assignments: home, communicate your expectations.

• Assess the quality of the sources your students cite as part of their overall grades, and explain clearly in your rubric how that evaluation will be made.
• Spell out your expectations regarding sources. Instead of asking for scholarly sources, for example, you could ask your students to "cite at least two peer-reviewed journal articles and two primary sources".
• Explain terminology and provide background regarding scholarly publishing. What’s peer-review? What are some differences between scholarly books and journal articles? When should one consult popular news sources? What’s a primary source?
• Clearly communicate which style manual is required.
• Include a policy on plagiarism in the assignment and discuss the purposes of proper attribution. Discuss examples: does paraphrasing another author’s ideas require a citation?
• Provide examples of topics that are appropriate in scope for the assignment at hand, and provide feedback to individual students as they begin to develop and refine their topics.

Design and test your assignment An effective research assignment targets specific skills, for example, the ability to trace a scholarly argument through the literature or the ability to organize consulted resources into a bibliography.

• Test the assignment yourself. Can you find the kinds of sources required? Are you required to evaluate the sources you find?
• Ask students for feedback on the assignment. Are they having problems finding relevant materials? Do they understand your expectations?
• If the assignment is particularly demanding, consider dividing a single research project into multiple assignments (outline, draft, final draft), each one focusing on a different aspect of the research process.

Ideas for alternative research assignments

• Assign an annotated bibliography in which students identify primary and secondary sources, popular and scholarly publications, and detect and comment on forms of bias.
• Ask for students to document the search tools they use (library catalog, article databases, Google, etc.) for a research paper and to reflect on the kinds of information they find in each.
• Provide a resource list or a single source from which students’ research should begin. Discuss the utility of known sources for identifying keywords, key concepts, and other citations to inform further searching.
• Assign students to prepare a guide for introducing their classmates to the essential literature on a given topic.
• Have students compile a glossary of important terms specific to a given topic in your discipline.
• Require students to edit an anthology of important scholarship on a specific topic and write an introduction explaining the development of the field over time.

Avoid these common mistakes

• Since many scholarly sources are available online, it can be confusing for students when “Internet” or “Web” sources are forbidden. It’s helpful to describe why certain sources (such as Wikipedia) may not be allowed.
• Make sure the resources required by the assignment are available to your students in the library or in library databases. 
• Last Updated: May 20, 2024 1:05 PM
• URL: https://guides.lib.berkeley.edu/effective-research-assignments

Creating Effective Research Assignments: Home

Introduction.

This guide shares observations about crafting effective research assignments, gleaned from the experiences of the librarians of DeVry University and other academic institutions.  Here can also be found links to ebooks and other resources that address the research process and research assignments.

General Considerations

Learning Objectives What is the purpose of the research assignment?  The assignment's learning objectives should be clear to both students and the instructor. 

Student Confidence Remember that students, despite some of them being "digital natives," do not know as much about research (even online) as they think they do, and a large percentage of our population are returning students with a long "gap year." 

Library anxiety is a well documented phenomenon.  Even students who grew up with information technology admit to finding the library and its wide array of resources intimidating and confusing (Head, 2013) .  The librarians are here to help, but not every student is aware of this resource - please direct them to ask for assistance.

Head, A. (2013). Project Information Literacy: What can be learned about the information-seeking behavior of today’s college students? Retrieved from https://www.projectinfolit.org/uploads/2/7/5/4/27541717/head_project.pdf

Clearly define research assignment terminology.  A specification like "do not use the Internet" can be construed as applying to the library's resources (and the librarians have dealt with this exact state of confusion by students).  It is better to positively identify what your expectations are, e.g. "a minimum of six scholarly sources."

Direct students to contact the librarians for help - this is an essential part of the research process, not an admission of ignorance (if using the library was obvious, there wouldn't be librarians).

On a related note, consider scheduling a library instruction session with your DVU librarians that coincides with the start of the research assignment.  

Test the assignment yourself before assigning it to students.

Contact the librarians to make sure the library has the resources needed and in sufficient quantity.  Some access models limit the library to one "copy" of a particular e-book, for example, and some of our vendors do not always make the most recent content available immediately.

Consider requiring research journals or logs, or annotated bibliographies, etc. to encourage thinking about the research process and quality of the resources used.

Things to Avoid

Avoid directing students to a particular and finite resource - it is an unfortunate fact that some of the library's license agreements limit the number of "copies" of some content.

Avoid "scavenger hunts," i.e. directing students to find things for the sake of finding things.  Students tend to reject activities that do not appear to have direct application in their classes. However, these kinds of activities can work if students find them sufficiently engaging or entertaining.

Do not make assumptions about what resources are available in the library.  The library's resources change over time, due to factors including budget variations and vendor agreements.  Contact the librarians to ensure that the needed resources are available.

Avoid seemingly arbitrary specifications on resources.  Telling students not to use Wikipedia is not as effective as being explicit about which resources are acceptable.  

DVU Library Resources

External links.

The following sources were consulted in preparing this LibGuide:

Burkhardt, J. (2016). Teaching information literacy reframed . Chicago: ALA Neal Schuman

Hunter College Libraries (2018). Creating research assignments: Faculty guide . Retrieved from https://libguides.library.hunter.cuny.edu/c.php?g=438884&p=2991497

Mesa Community College Library (n.d.). Planning checklist: Research assignments [PDF]. Retrieved from https://mesacc.libguides.com/ld.php?content_id=26267774

Su, D. (2014). Library instruction design: Learning from Google and Apple . [Books24x7 version] Available from http://common.books24x7.com.proxy.devry.edu:5050/toc.aspx?bookid=73439.

University of Idaho Library (2017). Creating effective library research assignments . Retrieved from  https://libguides.uidaho.edu/Creating_Research_Assignments

• Last Updated: Apr 25, 2024 3:14 PM
• URL: https://libguides.devry.edu/creating-effective-research-assignments

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A librarian can help you with the wording of your assignment's resources requirements.

Librarians are familiar with the most current sources and formats. let us help you communicate your assignment requirements clearly and effectively. .

Integrating information literacy skills into your assignments is absolutely possible. Just ask a librarian for help. 

Information Literacy instruction is completely customizable .

We partner with faculty to educate students at meaningful points in their scholarly pursuits. , links to sample library research assignments.

• Evaluating the Interwebz with Designated Skeptics Students will examine sources for currency, relevance, accuracy, authority, and purpose. o Students will explain how different elements of a source (author, date, scope, slant, reading level, etc.) effect how the source meets or doesn’t meet their information gathering needs.
• Fake News, Lies, and Propaganda: How to Sort Fact from Fiction An assignment example from CORA, the Community of Online Research Assignments. This particular example is for a multi-week course in identifying "fake news" and learning about journalistic credibility. Parts of this could be pulled out for educating students on how to identify and consume news.
• Sample Assignment: Making Sense of Scholarly Journal Abstracts A brief two page handout on how to read abstracts for scholarly journals for lower division undergraduates in particular. Examples include one from social sciences and one from humanities.
• Sample Assignments - Rutgers University Examples of undergraduate assignments that will get students into searching for materials on a particular topic while learning to use critical thinking skills to evaluate their findings. - Annotated Bibliographies - Comparative Analysis - Research Logs - Search Analysis - Topical Search Analysis
• Synthesis Assignment Learning Outcomes: -Understanding research as a conversation -Understanding and using synthesis to organize and weave together sources + our own ideas -Understanding how essays/arguments can be organized by idea, not by source

Crafting a Meaningful Library Scavenger Hunt

This module will provide your students with a hands-on discovery experience in the library. A librarian will assist you in selecting and crafting a list of resources and items to locate in the physical library and/or the online collections. 

This module is completely customizable and can incorporate course-specific resources or serve as a general overview of library holdings. 

Incorporating Information Literacy Into Your Assignments

Critical thinking and research skills are relatively easy to incorporate into existing assignments. You may already be teaching information literacy in your classes without realizing it. Examples of assignments which require research skills could include:

• Annotated bibliography - Include evaluation with summary.
• Editorial fact-finder - Read an editorial and find facts to support it.
• Interview preparation - Research a company, institution, or organization as if preparing for a job interview.
• Newspaper story - Write a newspaper story, based on research, describing an event. Heighten interest by having several people research the same event, then compare stories.
• Research Studies - Locate a research study reported in the news. Using library resources, find the original research article. Read both articles and write a summary of each, comparing the articles for audience, purpose, and style.
• Primary vs. secondary sources - Research the same topic - one with primary sources, one with secondary sources. Compare the two sets of results.  
• Prominent scholar - Identify a noted scholar or researcher in your discipline. Research his/her career and publications.  Include biographical information, a bibliography of publications and an analysis of the individual in his/her field.
• Research log - Create a record of library research: methodology, sources consulted, keywords or subjects searched. Note both successes and failures.
• Same topic across disciplines -  Select a topic and research it in different disciplines (e.g., food from an agricultural, historical, and cultural perspective).
• Scholarly and popular sources -Compare two articles on same topic, one scholarly, one popular.
• Statistical fact check - Find a magazine or newspaper article containing statistics. Find the original source of the statistics. Compare how the statistics were used in both the original source and in the article, noting differences in viewpoint and interpretation.
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Most students have limited library research experience. Here are some ideas for instructors that will help make your library research assignment a successful learning experience for your students:

• Teach research techniques.
• Collaborate with a librarian to develop a library instruction session for your students.
• Consult with a librarian before designing the assignment.
• Check to see whether the library has the resources your students will need.
• Complete the assignment yourself before you assign it to your students.
• Explain the assignment clearly—preferably in writing .
• Encourage students to ask for help.
• Provide students with examples of good assignments and highlight appropriate element parts.
• Avoid scavenger hunts. Hunting for obscure library facts does not support learning library research methods.
• Avoid arbitrary restrictions on sources and formats students can use.

Contact information

If you have any questions about this page, or would like further information, please contact Mary MacDonald - [email protected].

You may also contact the subject specialist in your area. A list of subject specialists is available on this site. They can answer questions about...

• Your assignment:
• Print, non-print, and electronic resources that are available to the University of Rhode Island community.
• Using University Libraries Reserves services.
• Accommodating an entire class using specific sources.
• Arranging for library instruction (a librarian meeting with your class in a Library Lab or your classroom during your regularly scheduled class time).
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This work is licensed under a Creative Commons Attribution 4.0 International License .

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Faculty Toolkit: Designing Research Assignments

It's Complicated: What Students Say About Research and Writing Assignments from Project Information Literacy

How Librarians Can Help

Librarians are available to consult with faculty and instructors to create or revise effective research assignments and classroom activities that foster critical thinking, evaluation skills, and promote lifelong learning.

Librarians can help you:

• Understand students' research capabilities.
• Create, revise, or offer suggestions on your research-based assignments.
• Talk about alternatives to traditional research papers or presentations.
• Identify and discuss library resources suitable for an online class research guide
• Provide individualized training on library resources.

Provide Tools & Support

• Provide copies of research assignments to your librarian so we are better prepared to assist your students when they need help.
• Consider putting materials on reserve that will be needed by large numbers of students to ensure all students will have access to them.

Consider Alternatives to the Research Paper

• Explore the library as an "Ethnographer" (Library Discovery Tour not to be confused with a scavenger hunt)
• Generate a shared bibliography of readings (see " How to get students to find and read 94 articles before the next class ")
• Compare disciplinary perspectives on the same topic
• Find and compare articles on oil spills in the news and the scientific literature
• Read a short article from the popular press (provided by professor) dealing with results of original research. Locate the original research findings on which the article was based, discuss the relationship between the popular article and the original research, and critique the accuracy of the popular article
• Find facts to support or contradict an editorial
• Research the publications and career of a prominent scholar
• Compile an annotated bibliography
• Prepare a literature review
• Find book reviews on a text used in class
• Evaluate a web site
• Find and summarize recent news related to a class topic, discuss in class (one-time or recurring).
• Research a topic and present findings as a poster session for classmates or larger group.
• Research a topic or event using information published in different decades. Compare and discuss what changes occurred in the literature and why.

Tips for Designing Library Research Assignments

• Address Learning Goals Related to the Research Process . Consider what research skills you would like students to develop in completing the assignment and discuss with your students the importance of developing those skills.
• Be Clear about Your Expectations . Remember that your students may not have prior experience with scholarly journals, monographs, or academic libraries. Spend time in class discussing how research is produced and disseminated in your discipline and how you expect your students to participate in academic discourse in the context of your class.
• Scaffolding your Assignment Brings Focus to the Research Process . Breaking a complex research assignment down into a sequence of smaller, more manageable parts has a number of benefits: it models how to approach a research question and effective time management, it gives students the opportunity to focus on and master key research skills, it provides opportunities for feedback, and it can be an effective deterrent to plagiarism.
• Devote Class Time to Discussion of the Assignment in Progress . Periodic discussions in class can help students reflect on the research process and its importance, encourage questions, and help students develop a sense that what they are doing is a transferable process that they can use for other assignments.
• Criteria for Assessment . In your criteria for assessment (i.e. written instructions, rubrics), make expectations related to the research process explicit. For example, are there specific expectations for the types of resources students should use and how they should be cited? Research shows that students tend to use more scholarly sources when faculty provide them with clear guidelines regarding the types of sources that should be used.
• Test Your Assignment . In testing an assignment yourself, you may uncover practical roadblocks (e.g., too few copies of a book for too many students, a source is no longer available online). Librarians can help with testing your assignment, suggest strategies for mitigating roadblocks (i.e. place books on reserve for your students, suggest other resources), or design customized supporting materials (i.e. handouts or web pages).
• Collaborate with Librarians . Librarians can help you design an effective research assignment that helps students develop the research skills you value and introduces your students to the most useful resources. We also can work with you to develop and teach a library instruction session for your students that will help them learn the strategies they will need in order to complete your assignment.
• Make sure they know how and where to get help from librarians.
• Librarians will meet with students to help them develop their topics and teach them how to find and evaluate sources.

Some content is adapted from University of Wisconsin - Madison Libraries

Common Problems to Avoid

• Waiting until a couple days before the class to ask for an instruction session doesn't allow librarians adequate time to prepare and reserve a classroom.
• Sending (or bringing) an entire class to the Library for research time without notice. The Tioga Library Building is for Quiet Study.  In the Snoqualmie Building, there is a limited number of computer workstations and small group study spaces. The staffing at the Reference desk cannot adequately accommodate working with classes.
• Assigning Scavenger hunts - Roaming around the library looking for trivia is not research and is often seen as busy work by students that is disconnected from their research assignments.
• Be sure the library has the resources your students need!  Avoid requiring students to use resources the library does not own or have in your preferred format (e.g. print journal articles) and cannot obtain within a reasonable timeframe.
• Avoid having each student research the same topic.  This tends to stretch library resources too thin, especially when printed materials or limited connections to a key database are involved.
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CSUN University Librarians are available to assist classroom faculty as you work to develop effective assignments to promote the growth of information literacy and research skills. It is often helpful to consider linking the goals of library research assignments to your course objectives and goals. Below are some key characteristics of effective library research assignments:

Clarity:  Give library research assignments in writing (rather than verbally) to reduce confusion.

• Terminology:  Select terminology carefully and define any questionable words. Students tend to take library research assignments at face value and may be confused by terms that they or a librarian cannot interpret definitively. For example, some instructors differentiate between magazines and journals, while others use the terms interchangeably. Does "use the Library's computers" or "use the Internet," mean CSUN OneSearch discovery system, or another computer database? Does an assignment such as "find an article on the Internet" refer to the Internet in general, or one of the Library's paid subscription databases, which often offer full-text versions of magazine and journal articles online? Additionally, do students understand what is meant by "primary" or "secondary" sources (if you require their use)?
• Currency:  The University Library regularly updates and adds to its resources. New sources and ways of accessing information occur with increasing frequency. By checking your assignments regularly, you can make certain that you are not asking your students to use outdated or withdrawn sources.
• Appropriate Time Frame:  Remember to allow for students' inexperience and for the availability of materials.

To learn more about how to create effective assignments visit:  https://libguides.csun.edu/guidelines-effective-research-assignments .  

Suggestions for Library Research Assignments

• Check with your subject specialist librarian in advance of the assignment to ensure availability of and access to, required Library resources.

Test the assignment beforehand. Try to put yourself in the students' shoes with their experience and perspective, which is probably much more limited than yours ("walk" or "web" it through).

Request an instructional session  for your class to familiarize students with research techniques and sources.

Tell the students what purpose the research assignment serves.

Describe the specifics of the assignment (e.g., length, acceptable types of sources, format for references/bibliography - APA, MLA, etc.).

Provide students with a printed list of sources if there are specific ones you want them to use – and perhaps caution them against sources that you want them to avoid. Include CSUN Library call numbers and/or URLs.

• Library orientation lectures may be requested by calling (818) 677-2277 or by filling out the online lecture request form located at  Request an Instructional session.
• A list of Librarian Subject Specialties can be found at:  Librarian Subject Specialties .
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How to Design a Library Research Assignment

Critical thinking and information literacy.

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Librarians from the Research Engagement and Scholarship  (RES) department are here to help.

Contact an RES Librarian: David Bell Steve Brantley Kirstin Duffin Michele McDaniel Amy Odwarka

Information Literacy is the ability to efficiently navigate information resources in order to identify credible sources relevant to a research question and use those sources to inform and engage one’s own thinking. The skills necessary to become information literate are analogous to those skills required of someone who employs critical thinking .

The " Framework for Information Literacy for Higher Education " (from the Association of College and Research Libraries) contextualizes information literacy into the following six "frames" presented in alphabetical order.

• Authority is constructed and contextual Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
• Information creation as a process Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
• Information has value Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
• Research as inquiry Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
• Scholarship as a conversation Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
• Searching as strategic exploration Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

"The ACRL  Framework  is called a framework intentionally because it is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills.

Two added elements illustrate important learning goals related to those concepts:  knowledge practices , which are demonstrations of ways in which learners can increase their understanding of these information literacy concepts, and  dispositions , which describe ways in which to address the affective, attitudinal, or valuing dimension of learning." 

"Framework for Information Literacy for Higher Education", American Library Association, February 9, 2015. ttp://www.ala.org/acrl/standards/ilframework (Accessed July 8, 2021) Document ID: b910a6c4-6c8a-0d44-7dbc-a5dcbd509e3f

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Introduction to Library Research Guide: Sample Completed Assignment

• Q 1. Develop a research question
• Q 2. Develop a search strategy
• Q 3. Find an article using Academic Search Complete
• Q 4. Find subject-specific resources
• Q 5. Evaluate your sources
• Submit your assignment to D2L
• Sample Completed Assignment

Use the sample completed assignment included below as a reference. It's important that you do NOT copy its content. Instead, treat it as a guide to help you understand the structure, formatting, and the approach to the assignment.

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Designing Effective Research Assignments

• Designing a Research Assignment
• Designing an Information Literacy Curriculum

Below are questions to ask yourself when designing an assignment that promotes information literacy and critical thinking skills.

• What will students learn as a result of completing this assignment?
• What are the information literacy student learning outcomes?
• What are the writing or presentation outcomes?
• What are the discipline-specific outcomes?
• Are these goals clear to students?
• Does our library have these resources? Are they freely and easily available elsewhere?
• Is there a link to the library (or other needed resources) in the assignment and/or syllabus?
• Is there a link to any related student services (peer tutoring, technology help desk, etc.) in the assignment and/or syllabus?
• Does this model a process students can repeat in the future? Is that clear to students?
• Is there space for students to reflect on what they are doing, which strategies are working and which aren’t?
• Does this provide enough time for students to be successful?
• Does it provide time for you to give feedback to students, and for students to revise and/or integrate that feedback into their next piece of work?
• Do you have grading criteria or a rubric to help you score student work? Is this available to students?
• Might you ask past students if you can use their work as a sample, or can you create your own?
• How will students access the sample(s)? Hand out in class, provide in Moodle, etc.?

Source: Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Scaffolding and reinforcing information literacy skills and concepts throughout your courses and program, will allow students to develop and master their skill set. Below are a number of questions to think about while creating course and program materials. 

• Is it clear to students how these skills connect to continued study and/or real life?
• What do they already know? Can you assume, or do you need to find out?
• Which information literacy skills do you need to teach, in addition to your course content?
• What can a librarian help teach?
• What needs to be done during class time (for face-to-face classes)?
• What can be done outside of class, as homework?
• What supports does the library already have available (i.e. Moodle plug-ins, videos, handouts, etc.)?
• If you want a librarian to teach, where does that fit in the course schedule?
• If not, what needs to change? Course content, the research assignment, or both?

Greenfield Community College Library.  “Information Literacy Toolkit for Faculty.”  gcc.mass.edu, Greenfield Community College. Accessed 1 Jan. 2021.

Ideas and Examples

• Classic Examples of Research Assignments
• Ideas for Research-related Assignments

Assignments below are linked to documents. Please feel to download and edit for your classroom or context and to remix assignments. A librarian would be happy to tailor a version of an assignment or scaffold research skills into your class.

Example of a short assignment that asks students to think critically about two news sources.

Example of an annotated bibliography assignment that asks students to think critically about their sources.

Example of a research paper abstract assignment that asks students to closely evaluate their topics and sources needed.

Example of an assignment that asks students to brainstorm and evaluate research questions.

Example of an assignment that asks to compare and evaluate various sources.

Example of an assignment that asks students to critically approach source use and paraphrasing.

Example of an assignment that asks students to detail the research process by recording search strategies and resources located.

Example of an assignment that asks students to choose and refine a research topic.

Example of an assignment that asks students to think critically about sources.

Example of an assignment that asks students to crucially evaluate their research topic by evalauting sources.

There are any number of library-related assignments that can be incorporated into a course. Here are a few examples that can be adapted to most subjects (assignments may be repeated across categories).

Critical Evaluations & Comparisons

• Locate a popular magazine article, then find a scholarly article on the same subject. Compare the two articles for content, style, bias, audience, etc.
• Analyze the content, style, and audience of three journals in a given discipline.
• Choose an autobiography of someone related to the course content. Find secondary sources which deal with an idea or event described in the autobiography. Compare and contrast the sources.
• Evaluate a website based on specific criteria.
• Determine the adequacy of a psychological test based on the literature about the test. Then develop a test battery designed for a particular clinical (or other) situation, by using published tests and the literature about them.
• To develop the ability to evaluate sources, students prepare a written criticism of the literature on a particular issue by finding book reviews, by searching citation indexes to see who is quoting the context of the scholarship in a particular field.
• Students use bibliographies, guides to the literature and the Internet to find primary sources on an issue or historical period. They can contrast the treatment in the primary sources with the treatment in secondary sources including their textbook.
• Write a newspaper story describing an event--political, social, cultural, whatever suits the objectives-based on their research. The assignment can be limited to one or two articles, or it can be more extensive. This is a good exercise in critical reading and in summarizing. The assignment gains interest if several people research the same event in different sources and compare the newspaper stories that result.
• Contrast journal articles or editorials from recent publications reflecting conservative and liberal tendencies.
• Write a review of a musical performance. Include reference not only to the performance attended, but to reviews of the composition's premiere, if possible. Place the composition in a historical context using timetables, general histories and memoirs when available, using this information to gain insight into its current presentation.

Fact-Finding Research

• Read an editorial and find facts to support it.
• In biology or health classes, assign each student a 'diagnosis' (can range from jock itch to Parkinson's Disease). Have them act as responsible patients by investigating both the diagnosis and the prescribed treatment. Results presented in a two-page paper should cover: a description of the condition and its symptoms; its etiology; its prognosis; the effectiveness of the prescribed treatment, its side effects and contradictions, along with the evidence; and, finally, a comparison of the relative effectiveness of alternate treatments. This can also be accompanied by oral or visual presentations, slideshow, poster session, etc.
• Students follow a piece of legislation through Congress. This exercise is designed primarily to help them understand the process of government. However it could also be used in something like a 'critical issues' course to follow the politics of a particular issue. (What groups are lobbying for or against a piece of legislation? How does campaign financing affect the final decision? etc.).
• Similar to the above, have students follow a particular foreign policy situation as it develops. Who are the organizations involved? What is the history of the issue? What are the ideological conflicts?
• Nominate someone or a group for the Nobel Peace Prize. Learn about the prize, the jury, etc. Justify the nominations.
• Write an exam on one area; answer some or all of the questions (depending on professor's preference). Turn in an annotated bibliography of source material, and rationale for questions.

Career-Based Research

• Assemble background information on a company or organization in preparation for a hypothetical interview. For those continuing in academia, research prospective colleagues' and professors' backgrounds, publications, current research, etc.
• Ask each student to describe a career they envision themselves in and then research the career choice. What are the leading companies in that area? Why? (If they choose something generic like secretarial or sales, what is the best company in their county of residence to work for? Why?) Choose a company and find out what its employment policies are-flex time, family leave, stock options. If the company is traded publicly, what is its net worth? What is the outlook for this occupation? Expected starting salary? How do the outlook and salaries vary by geography?

Personal Research

• Locate primary sources from the date of your birth. You may use one type type of material only once, i.e., one newspaper headline of a major event, one quotation, one biography, one census figure, one top musical number, one campus event, etc. Use a minimum of six different sources. Write a short annotation of each source and include the complete bibliographic citation.

Historical Research (for any subject)

• Select a scholar/researcher in a field of study and explore that person's career and ideas. Besides locating biographical information, students prepare a bibliography of writings and analyze the reaction of the scholarly community to the researcher's work.
• Pick a topic and research it in literature from the 60s and 70s. Then research the same topic in the literature of the 80s and 90s. Compare and contrast the topic in a bibliographic essay.
• Write a biographical sketch of a famous person. Use biographical dictionaries, popular press and scholarly sources, and books to find information about the person.
• Everyone becomes an historical figure for a day. Students research the person, time-period, culture, etc. They give an oral presentation in class and answer questions.
• Similar to the above, students adopt a persona and write letters or journal entries that person might have written. The level of research required to complete the assignment can range from minimal to a depth appropriate for advanced classes.
• News conferences offer good opportunities to add depth to research and thus might work particularly well with advanced students. A verbatim transcript of an analytical description of a news conference can serve as a format for simulated interviews with well known people of any period. What questions would contemporaries have asked? What questions would we now, with hindsight, want to ask? How would contemporary answers have differed from those that might be given today? Here students have an opportunity to take a rigorous, analytical approach, both in terms of the questions to be asked and the information contained in the answers.

Biographical Research

(annotated) bibliography variations.

• Prepare an annotated bibliography of books, journal articles, and other sources on a topic. Include evaluative annotations.
• Create a Web page on a narrow topic relevant to the course. Include meta sites, e-journals, discussion lists, and organizations.
• Update an existing bibliography or review of the literature.
• Compile an anthology of readings by one person or on one topic. Include an introduction with biographical information about the authors, and the rationale for including the works [justify with reviews or critical materials].
• Choose a topic of interest and search it on the Internet. Cross reference all search engines and find all websites which discuss the topic. Like a research paper, students will have to narrow and broaden accordingly. The student will then produce an annotated bibliography on the topic, based solely on internet references.
• Create an anthology. The model for this format is the annotated book of readings with which most students are familiar. In this case, however, rather than being given the anthology, they are asked to compile it themselves. The assignment can limit the acceptable content to scholarly articles written within the last ten years, or it can be broadened to include chapters or excerpts from monographs and significant older materials. Students should be asked to write an introduction to the anthology that would display an overall understanding of the subject. In addition, each item should be described, and an explanation given as to why it is included. The assignment could also require a bibliography of items considered for inclusion as well as copies of the items selected. In any subject course in which students would benefit from finding and reading a variety of scholarly, such an assignment would guarantee that they use their library skills to locate the articles, their critical reading skills to make the selections, and a variety of writing skills to produce the introduction, the summaries, and the explanations.

Literature Review Variations

• Each student in the class is given responsibility for dealing with a part of the subject of the course. He or she is then asked to 1) find out what the major reference sources on the subject are; 2) find out "who's doing what where" in the field; 3) list three major unresolved questions about the subject; 4) prepare a 15 minute oral presentation to introduce this aspect of the subject to the class.
• Conduct the research for a paper except for writing the final draft. At various times students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.
• Write a grant proposal addressed to a specific funding agency; include supporting literature review, budget, etc. Have class peer groups review. (Best proposal could be submitted for funding of summer research).

Collins Memorial Library.  “Ideas for Library-Related Assignments.”  Pugetsound.edu, University of Puget Sound. Accessed 1 Jan. 2021.

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Effective Research Assignments

• Best Practices

Alternative Research Assignments

Collaboration & discussion through blogs & wikis, topic exploration with online forums.

• Studies on Student Research

Beyond the Traditional Research Paper

Many instructors experience frustrations with standard research papers .

This page offers some alternatives.

These resources give examples of research assignments that take many forms.

• Community of Online Research Assignments (CORA)
• Sample Assignments (Oregon State University Libraries)
• Term Paper Alternatives (King's College)

Please let us know if you have additional assignments to share!

Blogs: Though a class blog, students might reflect on and dialogue about specific aspects of their research process.

Potential blog topics might include:

• describing one's chosen research topic, why it interests her/him, and why others should care about it,
• identifying a source that has expanded or challenged thinking about the research topic, or
• describing how one's research question has evolved over the course of their research.

Wikis: Students doing collaborative research might develop and revise their ideas through a wiki (like those available through CourseDen or platforms like Wikispaces ).

Wiki pages can be organized based on different areas of the student's research topic, or on different aspects of the research process. Potential sections within a wiki could include: 

• emerging research questions,
• background information (such as differing perspectives on the research question),
• the working thesis, and
• key sources and how they inform the research.

Online platforms like Twitter, blogs, and other online networks can be good springboards for exploring how a topic has been discussed in a certain discipline or community.

Possible activities include:

• Students examine how different communities (including academic and non-academic ones) converse, share, or create information through social media and other online forums (e.g. blogs, online networks).
• Students use platforms like Twitter to gain perspective on how a given community or discipline discusses a certain topic or issue. Students compare how the "conversation" is represented differently in other mediums with which that community engaages (e.g. publications, blogs, conferences).
• Students compare how discussions in specific online communities compare to those that occur through other modes of communication (e.g. in-person discussions, conferences, academic journals, the popular press, magazines). Students might then reflect on how these various communication channels may inform their own approaches to researching a specific issue.  
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Library Research Paper: Example & Writing Guide [2024]

What is a library research paper? It’s nothing more than an academic writing project that summarizes the information on a specific topic taken from primary and secondary sources.

There are numerous library research examples you can find online. But to complete this assignment, you should simply follow these essential steps:

• Find relevant sources.
• Collect the necessary data from them.
• Synthesize all the information.
• Form the main points to present in the paper.
• Find evidence to support every claim.

Just as with essay writing, creating a library research paper is full of challenges and obstacles. You can overcome them without a struggle if you check the tips gathered by our team . Stay on our page and find library research paper examples, outlines, and useful guidelines.

• 📚 Introduction
• 📝 The Main Body
• 🗞️ Conclusion

📓 Bibliography

🔗 references, 📃 library research paper: choosing the title.

Just like any other academic work, a library research paper should start with a compelling title. Don’t worry if you don’t know how to create one. You’ll find it out in this section!

The compelling title should fit the following criteria:

• reflects the core topic of the research paper;
• contains up to 15 words;
• identifies the purpose of research;
• grabs the readers’ attention;
• doesn’t include unknown abbreviations, too complex lexical and grammar constructions;
• clear, concise, mistakes-free.

Library Research Title Examples

Here are some examples of library research paper titles:

• American Female Artists in the Nineteenth and Twenty-First Centuries Overview
• The Influence of Different Types of Advertising on Children and Adults
• The Impact of Rapid Digitalization on Modern Art and Music
• The Role of Community Library in Civic Involvement
• Leadership Elements of the California State Library
• Unique Aspects of Running a Business in South Africa.
• The Crucial Role of Ethics in Medical Research on Humans
• How to Reduce the Rates of Injuries and Deaths Among Childhood Pedestrians
• The Importance of Qualitative Research in Healthcare Practice
• Small and Medium Businesses in South Africa
• Advantages and Disadvantages of Computerization of Medicine
• Benefits of Computer Technology for Criminal Investigations
• The Study of the Roman Road System and Its Importance
• Overview of the Homelessness Issue and the Ways to Eliminate It
• The Definition and Role of Action Research in Healthcare
• The Causes of Cultural Shifts in the United States in the Twentieth Century
• The Importance of Library Services for Community Building
• Comparison of Qualitative and Quantitative Research Efficacy in Healthcare
• The Emergence and Development of British Abolitionism
• The Effect of Current Laws on the Wellbeing of Indigenous People.
• The Peculiarities of Cross-Cultural Negotiations and Conflict Mitigation
• Analysis of Social Rights in the United States in the Early Nineteenth Century
• The Impact of Psychopathy Research on the Western Criminal Justice System
• Overview of Causes That Led to Airline Industry Crises
• The Effect of Confounding Variables on the Results of the Research
• Examination of the Nature and Possible Issues of Qualitative Research
• The Positive and Negative Impact of Culturally Diverse Team on Project Success
• The Peculiarities and Challenges of Product Launch Strategy
• What Inspires Scientists to Conduct Their Research?
• The Analysis of Food Service in Hospital
• Analysis of the Most Effective Leadership Models
• The Nature of Groupthink and Its Impact on Problem-Solving
• Stereotypes and Prejudices in Perception of Japan
• The Cause of Juvenile Delinquency and the Ways to Prevent It
• The Origin and Development of Video Games
• The Workplace Challenges of Transgender Employees
• Work-Life Balance and Its Impact on Employee Performance
• How to Find Knowledge in the Digital Library Haystack
• Nelson Mandela , His Leadership Style, and Contribution to South Africa’s Development
• The Significance of New Cybersecurity Solutions for the World’s Safety
• The Impact of Domestic Animals on Human Mental Health
• Is It Necessary to Reform Campaign Financing System?
• Criminal Mythology and Its Influence on Society
• The Distinctive Aspects of Various Types of Business Structures
• Benefits of Information Technology Infrastructure Library
• Cryptography and Mathematics : From Scytales Cylinders to Bitcoin
• The Effect of Obesity on Physical and Mental Health
• The Connection Between Alcohol Abuse During Pregnancy and Child’s Mental Health
• The Necessity of Mental Health Services for Healthcare Providers of Critical Patients
• The History and Role of Pop Art

📚 Library Research Paper Introduction

Start your scientific research essay with an overview—an introductory part of your work. Here, you have to use secondary literature to provide a general background.

An overview helps the author to establish the context and to introduce the hypothesis. Your thesis statement should clearly and concisely answer the research question and be easily understandable for the reader.

Your overview shouldn’t be too long—3 paragraphs max.

Now, let’s figure out how to conduct research.

First and foremost, it is crucial to develop a strategy. One of the research methods is to go from general to specific ideas.

See some useful tips that will make your research process smoother:

• Use keywords. Start searching the info in a database using broad terms to get the general ideas. Then, narrow it down by inserting more specific keywords into the search tool to find clear examples, essential studies, statistics, etc.
• Start with broad context. Use the same strategy as above for providing the background of your issue. First, present the general knowledge of your field of study. Then, go to more specific facts, details, and examples. Overall, your reader is supposed to dive into your topic gradually.
• Check multiple databases. Don’t forget that there are plenty of them, and you can examine several. It’s always possible to find enough info. You should know the basics of digital library management and search for sources properly and effectively.

Take a look at our example of library research hypothesis:

It may seem that the twenty-first century with its democratic values and the strive for equality opened up limitless horizons for women. Nevertheless, female artists still face various challenges that can restrict their activity and creativity. This paper compares the peculiarities of female artists’ professional activity in the nineteenth and twenty-first centuries from the feminist perspective.

Overall, by the end of your overview, the readers should know two things:

• the background of the issue you are going to investigate;
• your hypothesis.

Note that you aim to present the previous investigations in your research paper and demonstrate your position. Make sure you have your well-developed arguments and supportive details.

📝 The Main Body of a Library Research Paper

The next step of your writing process is the presentation of the recent results. Here, you need to use primary sources to find evidence to support your claims. Keep in mind that you can also use resources that contradict your position. They are useful for the rebuttal.

Follow our tips to get credible sources :

• Find books through the catalog. Use the citation (author, title, year) to find it quickly. Remember that some books may not be available in public libraries because another student has already taken them. So, check the book’s circulation status.
• To search for an e-book, use the library’s main digital catalog.
• Use scholarly databases to find journals and peer-reviewed articles.
• If you need news or magazine articles, go to the online newspaper or magazine edition.
• For dictionaries (to find definitions) and encyclopedias (to find meanings), search in reference source databases.

The evaluation of the sources is another crucial part of research paper writing. To do it properly, answer three simple questions: who, when, why?

• Who created the work?
• What are their credentials?
• Who published the book/article?
• Who are the readers?
• When was the work created?
• When was the work published?
• What is the historical context of the work’s creation period?
• Why is the work valuable for your library research paper?
• Why might the source be inappropriate for your assignment? (Biased authors, outdated information, etc.).
• Why the authors created this work?
• How can it change your readers’ views?

Are you unsure about how to use primary sources in your project? Take a look at the part of our library research paper sample:

Although many female artists are able to display their works and be successful in their profession, equality in fine arts is still unattained. Borowiecki and Dahl (2020) analyzed census and statistical data from 1850 to the present day and explored the peculiarities of female artists’ careers. The authors found that time constraints, financial aspects, and racial inequality were some of the most influential factors affecting female artists’ choices.

🗞️ Library Research Paper Conclusion

The last element of your paper is the summary. In this part, you need to summarize your arguments and make a clear conclusion regarding your findings.

See some insightful tips:

• Connect the last paragraph to your introduction. The summary starts with a well-paraphrased thesis statement. It should highlight all the keywords and the core idea of the paper. For this task, you can utilize a paragraph shortener that will practically do the same thing, only faster. Then you list your findings from the body.
• Motivate your readers. In your summary, you can also cause your readers to investigate your issue further. Suggest new ways of thinking, expand their horizons, and make them interested in your field of study.
• Prove the significance of your work. Explain why your ideas are relevant and how they can help the readers.

Take a look at our example of library research summarizing sentences to have a clear understanding of how a conclusion looks like:

Women have created numerous masterpieces that shed light on the aspects of human life that have been ignored or misunderstood by male artists. There are still views that the limited engagement of female artists is natural and meets the needs of this population. Hence, the role female artists play and should perform in the development of world fine arts is still open to debate.

This section presents a list of the sources used in the process of writing. It proves that your work is not plagiarized and filled with reliable information.

What’s vital is:

Don’t include the literature that you didn’t cite in your work in your reference list. You might have read it before. Yet, the source shouldn’t be in the bibliography if there is no in-text citation.

While dealing with referencing and citing sources, it is enough to answer three questions:

WHY DO YOU NEED TO CITE?

• to avoid plagiarism;
• to prove to your readers that you have completed research;
• to demonstrate the reliability of your sources;
• to let your readers find the sources for further investigation of your topic.

WHEN DO YOU NEED TO CITE?

• when you are using direct quotes;
• when you are taking the ideas, beliefs, and opinions of another person;
• when you are taking statistics, facts, visuals form the other sources;
• when you are paraphrasing the other thoughts using your own words.

HOW DO I FORMAT MY CITATIONS?

• Figure out what citation style is required. It has to be done even before writing the paper as there are a lot of them. The most popular ones are MLA format and APA style .
• Investigate the aspects of the required citation style. If you are unsure about something, ask your instructor or find a formatting manual.
• Always proofread and double-check. Ensure that your in-text citations and reference list are neat and free of mistakes.

Look at the references from our library research sample:

• In-text citations:

According to Borowiecki and Dahl (2020), … or The life and art of Cecilia Beaux can serve as an appropriate illustration of these constraints (McGuirk, 2017).

• References:

Borowiecki, K. J., & Dahl, C. M. (2020). What makes an artist? The evolution and clustering of creative activity in the US since 1850. Regional Science and Urban Economics, in \ press. https://www.sciencedirect.com/science/article/abs/pii/S0166046220302994?via%3Dihub

McGuirk, H. D. K. (2017). Mary Cassatt and Cecilia Beaux: An analytical comparison of two new women and issues surrounding femininity, modernity, and nineteenth-century feminism. [Master’s thesis, College of Fine Arts of Ohio University]. College of Fine Arts of Ohio University.

✅ Library Research Example

Writing a library research paper can be an exciting task as it allows you to delve deep into a topic of interest and explore various intriguing sources. To inspire you even more, we have prepared an example of a library research paper showcasing excellent research, analysis, and writing. You can download the PDF file by clicking the link below.

The realm of American art has been profoundly influenced by the contributions of female artists across centuries, from the 19th to the 21st. The paper delves into the societal and cultural factors that influenced female artists’ representation and recognition while also highlighting prominent artists’ groundbreaking works. It analyzes the evolution of women’s roles in art, examining their struggles, triumphs, and lasting influence on the artistic landscape.

Thank you for visiting our page! Use our tips, share them with your friends, and don’t forget to check other articles on our website.

• Library Research Process: Elmer E. Rasmuson Library
• Library Research Basics: LibGuides at Conrad N. Hilton Library
• Writing a College Research Paper: Rentschler Library
• Finding articles, Library Research Skills Tutorial: Concordia University Library
• Basic Steps in the Research Process: North Hennepin Community College
• Writing the Research Paper: Writing@CSU, Colorado State University
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Library Assignment Tips

Begin with the basics, clarify requirements & sources, make it relevant, make sure we have it, test the assignment, ask your program librarian, schedule a library workshop, contact your program librarian, sample assignments, more tips..., bibliography.

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This guide is intended to help new and returning instructors create library research assignments to accompany their class' research skills session in the library and/or to integrate quality library resources into any class assignment. If you have any questions or would like to collaborate on an assignment, please feel free to contact your program librarian . We would love to hear from you!

Designing the library research assignment

Learning to locate, evaluate and use resources takes time and practice. Library research assignments can be a great way to introduce students to the library and help them build confidence in their research skills.

Click on each of the links on the left for tips on creating assignments that will help students understand how to do academic research using the library and its resources.

For new students, the library can be an intimidating place. Sometimes the wealth of resources available can seem overwhelming and students often have trouble knowing where to begin. Studies show that students who feel uncomfortable or unfamiliar with college libraries are likely to turn instead to more familiar ways of searching (namely, Google) (Head & Eisenberger, 2009).

An introductory assignment that has students navigate the physical and online environments of the library, while clarifying the different kinds of information available, can reduce the stress of doing research and highlight the value of the library's high-quality resources. Please feel free to use or adapt any of the sample assignments listed to the left on this page for this purpose. To use these assignments effectively, they should be linked to a library research workshop led by your program librarian .

While library introduction assignments are great for getting students started, we all know that real learning occurs when students apply what they have learned in class to actual research for an assignment. When beginning an assignment, a brief reminder of the resources provided by the library and/or a refresher on finding and using library materials is a good idea, even if your students have participated in a library workshop in the past.

Reviewing basic steps such as how to access the library website, how to search for books and where to begin looking for journal articles can reduce stress and boost students' confidence in their abilities. Highlighting the different ways that students can get research help (by  asking a librarian  or  watching an online tutorial , for example) can also reduce the stress of doing research and result in higher-quality completed assignments. Your  program librarian   is happy to help with this in any way.

1. Clearly Define your Terms

Studies show that students often have difficulty determining when to use different kinds or sources of information (Head & Eisenberg, 2009). This is a learned skill and one that is integral to information literacy. Including clear directions about what kind of information sources to use (i.e. books, scholarly journal articles, newspaper articles, etc) can help students understand the differences between various types of sources, as well as assist librarians in steering students toward the right sources when they come for help.

Online resources: Web VS. Library

In particular, it is important to be very clear about the difference between online or "web" sources and online journal and newspaper articles.  Many times when instructors say that online or web sources are not allowed, students get the impression that they are not allowed to use our e-book or journal article databases, which make available full-text online sources that were originally published in print. For more on this distinction, see   "Is it information on the web or a journal/magazine article?"

2. Indicate the required number of resources

It is recommended that instructors set a minimum number of resources, with no set maximum. For example, "For this assignment please use a minimum of three library resources (this can include: books, magazines, ebooks, articles)."

3. Require a variety of sources ...

...but be FLEXIBLE. Why? Not all topics, particularly those chosen by students themselves, are covered in every type of resource. For example, it may be difficult to find government documents in print on the topic of faith healing. 

_________ Content for this section adapted from Northwestern Michigan College Library .

Sometimes it can be hard for students to see the value of using good quality information (especially when it means doing more than a Google search!). Since studies show that students learn best when they perceive an assignment to be relevant to their life or studies (Miley, 2009; Park & Choi, 2009; Shotwell, 1999), it helps to have students search for materials on subjects that will be covered in the class or their program.

Emphasizing future uses for this information can help too - including questions like “when might you use this resource in the future?” or “what other kind of information can you find here?” can help students think critically about resources and understand the connection between introductory library assignments and future research assignments.

In an effort to remain current we are constantly updating, revising and replacing library materials and resources. This means that an assignment that worked one year may not be suitable the next, simply because new materials have been acquired or new modes of access provided.

In addition, while we try our best to ensure that the library’s resources meet program needs, it would be impossible to provide access to every publication and resource available on a topic. Therefore it is best to make sure that the library has the materials students will need to complete their assignment right before it is assigned. Few things are more frustrating for students than being asked to complete an assignment using resources that are not available!

Sharing your assignment with your program librarian before assigning it to students can help avoid this, and will give your librarian an opportunity to let you know about other great resources you may wish to focus on.

Remember, if you are pointing students to a particular resource or asking them to investigate a topic, check with your librarian first, or feel free to  double-check the library collection yourself to ensure we have the resources you are asking students to find.

Find books, articles, and more...  

Since we're always updating our resources, it's a good idea to go through the assignment as your students would and make sure all of the required or suggested resources are still available. Things can change quickly and while we try to keep faculty informed of major changes to our resources, we don't always have advance notice ourselves.

Be especially careful with links to journal articles and other online resources. Doing the assignment can also act as a reminder of what kinds of challenges students will encounter. Sharing these details with your program librarian   can help us prepare for your students at the reference desk.  

Library assignments are what we do! When designing the assignment, please feel free to ask for input from your program librarian . We have seen a lot of great assignments but we have also seen students become frustrated and disheartened by assignments that have great potential but just require a few tweaks.

Sharing an assignment with your program librarian before it is handed out to students can save you time and energy in the long run and can help ensure that it will provide a constructive learning opportunity for students. In addition, a copy of the assignment can be placed at the library reference desk so that all library staff can be alerted in advance of the assignment’s objectives and required materials.

There is a lot of research out there about the benefits for students and faculty when faculty and librarians work together (ACRL 2012; Jacobson & Mackey, 2007; Miller & Pellen, 2005; Mounce, 2010; Rockman, 2004; Stevens & Campbell, 2008;), so please feel free to contact us about collaborating on an assignment. We would love to help!

Library instruction workshops normally take place in a designated classroom within the library (please speak to your program librarian   about class visits).

Led by librarians, they are a great way to introduce your students to the physical environment of the library while delivering essential research skills. Your program  librarians will create and deliver a session (usually 45 - 60 minutes in length) designed specifically for your students’ program, class or assignment.

We strive to provide sessions that will assist with current assignments as well as future studies. In accordance with the   ACRL Information Literacy standards , our ultimate goal is to promote lifelong learning. To schedule a library workshop, begin by contacting your program librarian . If you have a specific assignment in mind, we will be happy to discuss it with you beforehand - the earlier the better! The more time we have with your assignment, the more tailored the workshop will be (1- 2 weeks before the scheduled class is best).

You may also wish to make use of one of the assignments listed on the right-hand side of this page, under " sample assignments ."  Don't forget, we’re happy to help you create assignments too! We would love to hear from you.

Each program area has been assigned a program faculty librarian.  Select your program librarian by name or program area.  

Click here to f ind your librarian by program area

• Corinne Abba
• Rebekah Glendinning
• Andrea Hall
• Christa Lochead
• Bill McAskill
• Joy Wen 
• Junhui Zhang

**Faculty teaching Communication courses are encouraged to check and use the resources on the CommExchange site . Please contact the  Communications Office  for details. 

If you do not see an assignment for your students' area of study here, please contact your liaison librarian (listed above). We will be happy to supply you with an assignment geared toward a specific program area.

• COMM 1003 Community & Social Services
• CESL / COMM1003 Business
• COMM 1007 Business

Textbooks, E-books, E-Coursepacks & Copyright

If many students will be using one resource (a specific book, for example) you may be able to have it placed on reserve by filling out the   Course Reserve Form . Reserve items will be made available to students for a short time only, which should help ensure that all students have equal access to them. Please note, the rules surrounding copyright and reserve items have recently changed. For information please see the Textbooks, E-Texts and E-Coursepacks page.

Association of College and Research Libraries (ACRL). 2012 (rev.). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. http://www.ala.org/acrl/standards/characteristics. Accessed April 13, 2012.

Carter, E. W. (2002) 'Doing the Best You Can with What You Have:’ Lessons Learned from Outcomes Assessment. The Journal of Academic Librarianship , 28 , 36–41.

Head, A. & Eisenberg, M. (2009). What today's college students say about conducting research in the digital age: Project Information Literacy Project Report. Retrieved from http://projectinfolit.org/pdfs/PIL_ProgressReport_2_2009.pdf .

Jacobson, T. E. and Mackey, T.P., eds. (2007). Information Literacy Collaborations that Work . New York: Neal-Schuman.

Julien, H. & Given, L. (2003). Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians’ Expressed Attitudes and Experiences. Canadian Journal of Information and Library Science , 27, 65–87.

Marfleet, G. & Dille, B. (2005). ‘Information Literacy and the Undergraduate Research Methods Curriculum. Journal of Political Science Education, 1, 175–190.

Miley, F. (2009). The storytelling project: innovating to engage students in their learning.   Higher Education Research & Development ,   28 (4), 357-369.

Miller, W. & Pellen, R.M. (2005). Libraries within Their Institutions: Creative Collaborations. Binghamton, NY: Haworth Information Press.

Mounce, M. (2010). Working together: Academic librarians and faculty collaborating to imporve student's information literacy skills: A literature review 2000-2009. The Reference Librarian , 51, 300-320.

Park, J., & Hee Jun, C. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning.   Journal Of Educational Technology & Society ,   12 (4), 207-217.

Rockman, I. (2004). Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. San Francisco, CA: Jossey-Bass.

Shotwell, T. A. (1999). Comparative analysis of business and non-business students' performances in financial accounting: Passing rates, interest and motivation in accounting, and attitudes toward reading and math.  College Student Journal ,  33 (2), 181.

Stevens, C. R. & Campbell, P.J. (2008). Collaborating with Librarians to Develop Lower Division Political Science Students' Information Literacy Competencies . J ournal of Political Science Education, 4 (2), 225-252.      

Many thanks to Christa Lochead for her valuable research and work on this guide.

Information on this page was compiled using resources found via:  Northwestern Michigan College  and  University of Puget Sound . Thank you!

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Library Toolbox for Faculty and Staff

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Research Assignment Design Resources

Designing or updating an assignment with a research component? Need an assignment that meets a research-based or information management general education requirements? Want to improve your students' information literacy skills? Getting more questions about that research assignment than you want?

SUNY Empire academic liaison librarians can help you design or locate an applicable research assignment. We can also help you locate and embed support/scaffolding materials so your students can concentrate on the course content and learning, rather than getting frustrated over the minutia of navigating the library, citing, or figuring out best steps for the research process on their own.

Support elements (and clear instructions) are crucial for student comprehension and successful completion of research assignments.

Checklist for Research Assignment Instructions [with links to support materials where appropriate]

• Assessment - Is the criteria or rubric you are using provided to students? [ Writing Effective Learning Outcomes ]
• Chunked - Have students submit the assignment in stages with feedback provided at each stage (e.g., topic or research question > annotated bibliography > outline > draft > final paper) [ How To Chunk Out a Research Assignment ]
• Due Dates... and late policy clearly stated?
• Information Evaluation - Do your students need help evaluating their information sources? [ Evaluate Sources: Use a Rat TRAP ]
• Model the Assignment - Do you provide a sample of a good assignment submission?
• Pages - How long should it be?
• Search Tools - Mention of/links to most relevant search tools provided? [ Databases A to Z ]
• Sources - Number required? Types of information sources desired? [ Primary & Secondary Sources ; Peer Review in 3 Minutes ]
• Structure - Style guidelines (APA, MLA, etc.) used? Type of paper? [ Online Style Guides ; Genres in Academic Writing ]
• Topic - Do you provide examples or scope of possible topics? [ Develop a Research Question ]
• Writing - Provide links to writing support materials? [ Online Writing Center  ; How to Integrate Sources into Your Writing ]

Most students are not aware that they are expected to contribute their own voices and ideas to the scholarly discussions of their chosen discipline/profession. Support materials and smart design – tutorials and learning objects, contextual examples, clearly written, student-centered instructions and assignments that break the research process into parts – can help with this. See Sample Research Assignments

Clear Expectations

Students often do not have prior experience with scholarly articles, citation styles, or research terminology, such as "peer-review," "primary source," or "literature review." Be sure to define concepts and processes like these clearly, as well as your expectations for how they fit into the assignment. You also can link to appropriate tutorials. Also: if you allow students to use generative AI in their work: Citing Generative AI

Remember that the library is completely online, so telling students not to use "Web resources" without any context can be confusing. If you go this route, be clear that you are not banning the library's electronic/online resources.

Clear Assessment Criteria

If possible, provide a rubric or clear criteria that lay out your expectations for quality in all the different parts that make up a research assignment. See Sample Rubrics

Research Process Scaffolding

Chunking a research paper into its constituent parts (e.g., topic proposal, annotated bibliography, draft submissions, etc.) using distinct activities and feedback can model the research process for students and help them to master difficult or abstract research concepts and methods. 

The results often will be stronger assignments and deeper interactions with the source content. See How To Scaffold a Research Assignment , and Sample Research Paper Scaffold Handout

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