Lesson Feature Idea Article
This project works well if assigned over two or three class periods and can be worked on under supervision of the instructor or be completed independently. It constitutes the first stage of the IL journey that students will pick up on again in subsequent writing courses, where they will learn in more detail how to use the Internet effectively to locate credible information as well as conduct database searches. Benefits of engaging students in this base level project are manifold. First of all, they are given the autonomy to learn the steps required in searching the library catalogue, which is very different from Google searches. They can do the library search using any device that connects to the Internet; many use their tablets or smartphones to do this. Secondly, the project takes them out of the classroom and engages them in a note-taking activity. This is something they need to practice yet often see as irrelevant. For many students, being required to locate the book in the library is a first time experience. Having to use their hand held device to scan information from the book teaches students one way in which their gadgets can assist them in their learning, and gives the activity an added dimension. The APA specific template of the assignment familiarizes students with this formatting style. And last, the activity gives students an opportunity to practice writing about a real experience using multiple rhetorical strategies. The outcomes of the assignment are generally very encouraging in terms of quality of writing that is submitted as well as the positive feedback from students, who report having enjoyed the activity more than previous assignments because it was different and they learned something new in a slightly unconventional way. Figure 2 shows an example of a completed assignment. This is consistent with Prensky’s (2008) findings, which report that “students are eager to use class time to teach themselves, just as they do after school when they go out and use their technology to learn, on their own, about whatever interests them” (p. 3). Many report having overcome their fear of going to the library by participating in this task. The positive grades are also a reflection of the success of the assignment as a didactic tool. When in the next level course students find themselves facing their first research assignment, this component of constructing their essay is approached with less apprehension. Volume 23
No. 1
February 2015
29 Your name: XXX Title of the book: Holy War, Holy Peace Author: Marc Gobin Publication Date: 2002 Publisher: Auckland, New York, NY: Oxford University press Call number: DS119.76.667
Locating a Book in AUS Library There are many skills I had to acquire when I joined university, and one of them was looking up for a book in the library. Though it is an easy process, it was confusing for me to learn. I was looking for "Holy War, Holy Peace", a book that I have been searching for a long time. The location process began with just going to the library website of the university "library.aus.edu". Then, typing the title of the book in the search box. By clicking on the search button, I was taken to a page which showed me a list of copies that matched my search. When I found my target was available, I clicked on it to reveal some information such as the call number which helped me locate it. It was "DS119.76.667 2002". After we found out whether the book was available or not and its number, I was finally able start the location process. I went to the second floor of the library building. By just following the signs that corresponded to my call, I found my destined shelf where I am supposed to pick the book from. Here we go, I found it. Well, that was it. It seems like lots of work, but all of did not take more than ten minutes of my time, and the book was worth it. One more bonus step, do not forget to scan the book on your way out if you hate surprises.
Figure 2. Completed assignment Assuming that students already know how to conduct research because they know how to find things on the web using Google is erroneous. The truth is that our students need to be taught how to find appropriate sources that yield credible and level appropriate information as this ability is not inherent and not synonymous with being tech savvy. By incrementally engaging students in research-related activities which demonstrate optimal ways of finding credible information, students learn the importance of IL over the course of several semesters.
References
Pan, D., Ferrer-Vinent, I. J., & Bruehl, M. (2014). Library value in the classroom: Assessing student learning outcomes from instruction and collections. The Journal of Academic Librarianship, 40(3–4), 332–338. doi:10.1016/j. acalib.2014.04.011 Prensky, M. (2008, Nov-Dec). The role of technology in teaching and the classroom. Educational Technology. Retrieved from http:// district.nashua.edu/myclass/dwyers/inservice/ AtRisk%20Resources/Prensky-The_Role_of_ Technology-ET-11-12-08.pdf Shenton, A.K. (2014). Just why do we need school libraries? Some ideas from students. New Library World, 115(3/4), 140–159. doi:10.1108/NLW-012014-0005 Shenton, A.K., & Fitzgibbons, M. (2010). Making information literacy relevant. Library Review, 59(3), 165-174. doi:10.1108/00242531011031151 Walker, K. W. & Pearce, M. (2014). Student engagement in one-shot library instruction. The Journal of Academic Librarianship, 40(3–4), 281–290. TESOL Arabia Perspectives
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