Beginning with the fall 2015 semester, the library will be offering the following menu options for ENGL 120. Each of these options has been developed to conform to the standard 50- or 75-minute class session. If you would like to introduce your class to more than one option, please schedule the appropriate number of library sessions. All library sessions are collaborative and customized; instructors and librarians work together to make sure that the session meets the requirements of the specific course.
Asking research questions
In this session, librarians will work with students on what makes a “good” (or researchable) question. Students will work on developing complex and researchable questions appropriate for ENGL 120 research assignments.
Prerequisite: Students should know the project requirements (e.g. length, number/type of sources) and the general topic/subject area for the project.
Aligns to ENGL 120 learning outcome: Develop nuanced and persuasive research questions and/or thesis statements.
Related resources: What is my research question? (in Research Toolkit)
Searching is strategic
Most like the “traditional” library session, students will work with librarians to learn why and how they can make a research plan for their project, as well as learning where and how to find appropriate sources.
Prerequisite: Students should have their written research question in hand. Question should already have received faculty approval if necessary. Students should have completed some background reading, have some general knowledge of their topic and some relevant keywords.
Aligns to ENGL 120 learning outcome: Identify, evaluate and effectively incorporate a variety of sources to explore the research question and thesis statement.
Related resources: How do I find sources? (in Research Toolkit)
Making connections
This session can be a bit more free-form, depending on the students’ needs. With the prerequisites in mind, the librarian and the instructor can determine if the students need to review Asking Research Questions or Searching is Strategic (see above) or move ahead with new ideas about perhaps how to read for research or how to use sources effectively in your paper.
Prerequisite: Students should bring at least one article (that they have read) as well as the annotation that they have written for that article. Ideally, this session should be scheduled after they have received faculty feedback on their first annotation assignment.
Aligns to ENGL 120 learning outcome: Apply effective evidence to academic writing situations. Identify, evaluate and effectively incorporate a variety of sources to explore the research question and thesis statement.
Related resources: varies; consider all aspects of the Research Toolkit