Communicate as much as possible. We will email you when we are assigned to your class. Please email a response with as much information about your class as you can. Read the Student Learning Outcomes in this guide and request one or more activities that match your preferred outcomes.
Give us context. We do our best when we have a syllabus, a paper prompt, and an idea of the challenges your class is facing. Our instructors have experience with Composition courses, but may not know your particular class. We can tailor your classes for a great experience if you communicate the narrative of your class so far.
Give us time. Schedule as soon as you can, even if it's for a date later in the semester. We prep and practice for your classes, and need extra time if you would like us to prepare a special activity for your class.
As you schedule library instruction, consider:
Timing. The best library instruction is just in time. Students learn best when they can immediately apply their library instruction, so the best time to schedule library instruction is after students have identified their research topics. Consider scheduling scaffolded instruction three times over the semester, instead of three consecutive days.
Student preparation. As students begin researching, frame their project as a non-linear process of discovery. Library instruction will help students learn the elements of the research process, but students must critically analyze what they discover during this process and incorporate only the most appropriate information into their research papers.
Follow-up. Consult with your library instructor to determine how they will be assessing your library instruction classes. Together, determine if there are any assessment measures you might launch later in the semester to close the loop and ensure student learning.
We're excited to partner with you, and look forward to a great semester!