Presentation Title

Loving the Library: Fostering Curiosity Through Hands-on Library Instruction in the First-Year Writing Program

Location

Room 1220 A

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Abstract

Those of us who teach in first-year writing programs notice that our students have an aversion to using the library and to conducting research. They often perform a quick Google search, use the first sources that pop up, and declare their research done. The resulting research projects suffer as a result.

This year, I decided to find a better way to encourage students to perform more in-depth research and to use more effective, scholarly sources in their research. In short, I wanted them to develop a genuine curiosity about their topic that would propel them through the research process and get them excited about using the library—the actual physical library, not just what they can access from home, on their computers.

At SOU, our University Seminar Program has proficiency in Information Literacy as one of its stated goals. The way we arrive at this proficiency varies instructor by instructor, and we have tried many approaches to improve our effectiveness. Returning to a more hands-on approach, using assignments that play into students’ own interests, and collaboration with library faculty and staff have proven effective techniques to improve our students’ research skills and the quality of their final research projects.

Presentation Description

This session will provide participants with an overview of a year-long, hands-on library instruction developed for use in Southern Oregon University's year-long University Seminar program. Participants will take away assignments that can be adapted for use in teaching research skills and developing a healthy curiosity in first-year students.

Publication Type and Release Option

Presentation (Open Access)

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Sep 25th, 4:15 PM Sep 25th, 5:30 PM

Loving the Library: Fostering Curiosity Through Hands-on Library Instruction in the First-Year Writing Program

Room 1220 A

Those of us who teach in first-year writing programs notice that our students have an aversion to using the library and to conducting research. They often perform a quick Google search, use the first sources that pop up, and declare their research done. The resulting research projects suffer as a result.

This year, I decided to find a better way to encourage students to perform more in-depth research and to use more effective, scholarly sources in their research. In short, I wanted them to develop a genuine curiosity about their topic that would propel them through the research process and get them excited about using the library—the actual physical library, not just what they can access from home, on their computers.

At SOU, our University Seminar Program has proficiency in Information Literacy as one of its stated goals. The way we arrive at this proficiency varies instructor by instructor, and we have tried many approaches to improve our effectiveness. Returning to a more hands-on approach, using assignments that play into students’ own interests, and collaboration with library faculty and staff have proven effective techniques to improve our students’ research skills and the quality of their final research projects.