How can Research improve student achievement

how student spend their money research and how to write student research project
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Dr.KiaraSimpson,United States,Researcher
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Improving Student Research a faculty/ins tructor guide Help our students excel in the Information Age Available as a PDF document at: http://www.lib.umn.edu/research/instruction/guides/FacultyGuide.pdfT A B L E O F C O N T E N T S ORIENTATION TO THE LIBRARIES Libraries & Collections 2 University Libraries by the Numbers 3 Tours – Online and Physical 3 COURSE SUPPORT Information Literacy The Key to the Information Society 4 What Can you Expect? 5 Library Instruction 6 Faculty/Instructor Learning Opportunities 6 Research Guides 7 Assignments – Designing Assignments 8 9 Phrasing Assignments 10 – Sample Research Assignment Ideas 10 12 Resources for Promoting Academic Integrity 12 Reserves 13 Group Meeting Rooms & Media 13 UNd ERg RAd UATE RESOURCES Handouts 14 Libraries on the myU Portal 14 Undergraduate Virtual Library 14 SMART Learning Commons 14 15 ASK USOrientation to the Libraries L I B R A R I E S & C O L L E C T I O N S Major Facilities Elmer L. Bio-Medical Magrath Library Walter Library Wilson Library Andersen Library Library human ecology, physical sciences and humanities and archives and special medicine & health agriculture, and life engineering social sciences collections sciences Subject and Branch Libraries Ames Library of South Asia Forestry Library Minnesota Library Access Center Andersen Horticultural Library Government Publications Library Music Library Architecture and Landscape Immigration History Plant Pathology Library Architecture Library Research Center Science and Engineering Library Business Reference Library James Ford Bell Library SMART Learning Commons Charles Babbage Institute John R. Borchert Map Social Welfare History Archives Collection Library and Automated Special Collections and Rare Books Cartographic Info Center Children’s Literature University Archives Research Collection Law Library Veterinary Medical Library East Asian Library Library Media Services Wangensteen Historical Library Entomology, Fisheries, Manuscripts Division of Biology and Medicine and Wildlife Library Mathematics Library YMCA Archives Eric Sevareid Journalism Library For more information, see: http://www.lib.umn.edu/about/collections.phtml  F A C U L T Y / I N S T R U C T O R G U I D EU N I v E R S I T y L I B R A R I E S B y T H E N U m B E R S Number of library locations on three Twin Cities campuses: 14 Number of volumes: 6,867,777 Number of serial subscriptions: 77,446 Number of annual user visits: 2,000,000 Number of annual reference questions answered: 129,000 Number of annual workshops/class sessions delivered: 1,500 th North American ranking for collection size: 15 (of 113 research libraries) st North American ranking for loans to other libraries: 1 (of 113 research libraries) T O U R S Libraries make many students feel anxious and uncomfortable, and the University has an especially complex system. With over 14 library locations, multiple departments within these locations, and more than 250 online databases, it’s no wonder that students are overwhelmed. One way for students to become comfortable with a research library is by taking a tour of their primary library. There are several options: In-person Online Unravel the Library 1: Orientation to the Libraries Walter Library & Tour of Wilson Library floor plans: (under General Info) http://sciweb.lib.umn.edu/floorplan.phtml Workshops are scheduled at the beginning of the semester; dates and times and registration information: Elmer L. Andersen Library / MLAC http://www.lib.umn.edu/registration/ online tour: http://andersen.lib.umn.edu/andersenlibimages.html Customized Tours Law Library The subject librarian specializing in your subject area may online tour: be available to schedule tours in the library your students http://www.law.umn.edu/library/about/LibraryTour.html use the most. Ask us for the name of your librarian at Magrath Library http://infopoint.lib.umn.edu/ floor plans: http://magrath.lib.umn.edu/floorplans/ or consult the Subject Librarian list: floor.phtml http://www.lib.umn.edu/site/selector.phtml Wilson Library floor plans: http://wilson.lib.umn.edu/wtour.html online tour: http://wilson.lib.umn.edu/wilson-tour/ O R I E N T A T I O N T O T H E L I B R A R I E S Course Support I N F O R m A T I O N L I T E R A C y T H E K E Y T O T H E I N F O R M A T I O N S O C I E T Y If our students are to be information literate, we must take deliberate and system-wide steps to integrate the development of information literacy competencies into the fabric of the undergraduate curriculum. “Students think a Google search is research.” — University of Minnesota administrator from a focus group with the Libraries “It’s just as important to know how to manage information as (it is to learn) ethics and civics.” — University of Minnesota faculty from a focus group with the Libraries Five Components of Information Literacy Need: The information literate student determines the Use: The information literate student, individually or nature and extent of the information needed. as a member of a group, uses information effectively to accomplish a specific purpose. Access: The information literate student accesses needed information effectively and efficiently. Issues: The information literate student understands many of the economic, legal, and social issues Evaluate: The information literate student evaluates surrounding the use of information and accesses information and its sources critically and incorporates information ethically and legally. selected information into his or her knowledge base and value system. Find out more: http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitoverview/infolitforfac/infolitfaculty.htm  F A C U L T Y / I N S T R U C T O R G U I D E† I N F O R m A T I O N L I T E R A C y W H A T C A N Y O U E X P E C T ? Working together, faculty and librarians can prepare students to be effective users and creators of information. Below are some of the skills your students need to be successful. Freshman/Sophomore Level Ability to Familiarity with – Develop and execute basic searches (i.e., author, title, – Locations of major campus libraries and ability to subject) in mncat Plus, the online catalog, and in basic locate in them resources relevant to course-related indexes, to find course-related information in books, information needs. journals, and newspapers. – The variety of ways in which library assistance – Identify and use basic library tools to analyze resources is available. relevant to course-related needs. – Distinguish between popular and scholarly sources. Junior/Senior Level Ability to — Identify and use the core library resources, both – Select the most appropriate type of library access tool electronic and print, in his or her major. (e.g., catalog, index, etc.) to meet a specific need. – Develop a basic research strategy for completing – Select and evaluate citations appropriate to a assignments. specific need. Graduate Level Ability to — Critically evaluate sources in his or her area of research. – Develop a variety of search strategies (e.g., citation searching, keyword and controlled vocabulary — Identify and access libraries and specialized collections, searching) to meet specific needs. both on campus and outside the University. – Transfer search strategies and skills to sources in — Identify and use the full range of resources, both print interdisciplinary or related subject areas. and electronic. † Adapted from the University of Wisconsin C O U R S E S U P P O R T C O U r s E s U p p O r T L I B R A R y I N S T R U C T I O N Teaching is an important component of many librarians’ jobs at the University. You are encouraged to schedule a customized workshop for your course, send your students to the free and open workshops, or assign them to complete an e-learning module. Free, Open Workshops Customized Workshops You can assign students to register for an open work- Librarians can design library workshops for your particular shop as part of your course requirements or for extra- assignments and course requirements. The focus of these credit. Students receive a certificate after the workshop workshops may include: as evidence of attendance. – An overview of the resources in your field – An overview of a particular library and its resources E X A M PL E WO R K SH O PS: – Unravel the Library 1: Orientation to the Libraries & – A hands-on workshop on a particular database in your Tour of Wilson field – Unravel the Library 2: The Research Process, a – Guidance on distinguishing between popular, scholarly, basic, very active and hands-on workshop helping and trade sources students find relevant books and articles and making – Instruction on how to cite sources properly distinctions between popular and scholarly resources. – and more – RefWorks Basics: Citation Manager H OW TO R EQ U E S T A C US TO M I Z ED WO R K SH O P – SciFinder Scholar Requests for customized sessions should be made at least – Making the Most of Statistical Tools two weeks in advance. To setup a customized instruction For registration and a list of current workshops: session, contact your subject librarian and department http://www.lib.umn.edu/registration/ liaison. These individuals are listed at: Tip: You can require your students take this workshop to http://www.lib.umn.edu/site/selector.phtml ensure foundational knowledge in the research process. If you would like to arrange a session but are not sure Have your students test out of Unravel the Library 2 into whom to contact or do not see a librarian listed for your Unravel the Library 3: Advanced Searching by having subject area, contact InfoPoint, the University Libraries’ them take a placement quiz online: e-mail reference service, at http://infopoint.lib.umn.edu http://www.lib.umn.edu/research/unraveltest.phtml E-Learning Instructors can choose from a suite of e-learning modules that students complete on their own time either in addition to or instead of an in-person worksop. http://www.lib.umn.edu/research/instruction/modules/ F A C U L T y / I N S T R U C T O R L E A R N I N g O P P O R T U N I T I E S Library Workshops more effective assignments. http://www1.umn.edu/ohr/ The Libraries often hold short workshops and longer teachlearn/. seminars designed to update faculty research skills and One-to-One Consultation and Support assist with library assignment design. Check the workshop The librarian specializing in your field is available for listings at: http://www.lib.umn.edu/registration/. one-to-one consultation. Librarians can work with you For specialized sessions contact your librarian at: to ensure that you are current with new library develop- http://www.lib.umn.edu/site/selector.phtml. ments, to assist with library assignment design, or the Center for Teaching and Learning Workshops development of information literacy curricular compo- Librarians frequently partner with Center staff to offer nents. Contact your librarian directly. For a listing see workshops and labs designed to help instructors build http://www.lib.umn.edu/site/selector.phtml. C O U r s E s U p p O r T R E S E A R C H g U I d E S Library resources, services, and policies frequently change and it is almost impossible for many faculty and instructors to keep up. The Libraries have developed a suite of tools to ease the burden on faculty for teaching and coaching students in the often complex research process. Four key tools are highlighted here. All are available through the Undergraduate Virtual Library at http://www.lib.umn.edu/undergrad/ CourseLib http://courses.lib.umn.edu/ – CourseLib Web pages are designed for individual assignments, courses, and academic programs – Instructors work with a librarian to create a customized library page for their students – CourseLib makes the research process easier for students by sorting through the hundreds of online subscription indexes and resources and the many library services they might need for a given assignment or sequence of assignments in your course. – Faculty/instructors interested in having a CourseLib page developed for their courses may contact their subject librarian or submit a request to infopointumn.edu The Assignment Calculator http://www.lib.umn.edu/help/calculator/ – The Assignment Calculator is a time management tool for students writing term papers and doing projects involving library and information research. – It divides the writing and research process into 1 steps, provides suggested deadlines, and offers resources and campus services to assist them step-by-step. – Students can receive e-mails reminding them of important deadlines and next steps. – Use the Calculator to determine deadlines for assignments. – For major assignments instructors can create print outs to aid students. RefWorks http://www.lib.umn.edu/site/refworks.phtml – RefWorks allows students and faculty to create their own databases of citations by importing references from mncat Plus and other databases or entering them using a template. – RefWorks generates bibliographies in all major styles. Research QuickStart http://research.lib.umn.edu/ – With over 250 article indexes, a growing list of online and print resources, and 14 campus libraries, students often need some assistance in where to go and what resources to use. – Research QuickStart provides students with a selected list of resources culled by librarians who are information experts in their disciplines. – Students select the subject they are researching and Research QuickStart links them to online subscription databases, Web sites, and key print resources where appropriate. C O U r s E s U p p O r T A S S I g N m E N T S DE SIGNING A SSIGNMENTS TH AT C A N BE EFFEC TI V ELY SU PPORTED BY THE LIBR ARIE S DOs Finding documentation in a research library setting is a challenging, if not daunting, task for most undergraduates. Careful attention to your research assignments can make the research process a positive and useful experience. Work with a librarian to develop and implement an effective assignments will be. The University Libraries have created C assignment. Designing good assignments is a labor-inten- a number of online tools to help you. Check out the sive activity. Working with a librarian in your subject “Research Guides” section of this booklet for details. area can provide you with extra support and resources to There are also many other guides written by library staff ensure that your assignments are designed to help make for virtually all disciplinary and cross-disciplinary areas, your students successful researchers. Librarians can be as well as many on current topics. In addition, we can wonderful “debuggers,” making sure that the research make available multiple copies of guides outlining how component of your assignment is doable and that there to search all of the major databases effectively. Check aren’t any unforeseen roadblocks in the way. For a list our Libraries-Wide Guides page (http://www.lib.umn. of librarians in various subject areas, use the Libraries’ edu/help/orientation/handouts.phtml) and/or contact list of Subject Librarians (http://www.lib.umn.edu/site/ the Libraries via Ask Us (http://infopoint.lib.umn.edu/) selector.phtml) or contact us online at Ask Us (http:// for further information. Librarians are also available to infopoint.lib.umn.edu) and we’ll connect you with the hold research workshops around your course schedule. right person. Make sure that the library can support the assignment C Clarify and state your objectives, to yourself and your requirements. Avoid assigning or signing off on topics C students. What do you expect students to learn as a result that are so current, specialized or “localized” that little of this assignment, and how do these objectives fit with or no information is available. For example, for popular your course objectives? The national Information Literacy culture topics such as music or concert reviews, public Competency Standards (http://www.ala.org/ala/acrl/ libraries generally offer a better collection of news and acrlstandards/informationliteracycompetency.htm) can “lifestyle” magazines than research libraries do. If you help by articulating measurable outcomes for building have questions about the “fit” of a particular topic to a information literacy skills. When creating your research research library collection, call your subject librarian or objectives, be careful not to make assumptions about contact the Libraries via Ask Us at http://infopoint.lib. common experience or skill levels using libraries. For umn.edu example, are you assuming that your students will know to Emphasize “civility” You may be asking your students to C look for scholarly articles for your annotated bibliography use the same set of resources for your assignment. That assignment? Will they know how to identify a scholarly means that all class members should be reminded that journal? Do they know what an index is and why it is they are responsible for keeping materials accessible useful to use them? to others. Reference materials shouldn’t be stranded at Use library guides and course support tools to supplement photocopy machines, in carrels, or in the stacks. Ask your C your teaching whenever possible. The more specific you students to keep materials close by the shelf where they can be about where to go in the library system or are filed. online, and what to do there, the more effective your C O U r s E s U p p O r T A S S I g N m E N T S DE SIGNING A SSIGNMENTS TH AT C A N BE EFFEC TI V ELY SUPPORTED BY THE LIBR A RIE S Consider a scaffolded approach to creating library assign- Check your assignment before re-using it to see if the Web C C ments. Many large research papers are overwhelming to page, index, terminal, guide rack, etc. is still current. The students because they involve many new steps. By creating library and our Web page is a “living” space in the sense a scaffolded approach, you can provide help and direc- that materials are constantly being shifted, reclassed, tion to students at each stage in the project. There are and updated. Stay on top of your assignment by peri- many ways to do this. You may, for example, ask students odically checking in with your subject librarian or with to hand in an annotated bibliography prior to the paper’s the online Ask Us service to ensure that any directions due date to ensure that they are finding quality sources for you’ve given within the assignment are still valid. their topic. You might also give them a worksheet asking them to identify several indexes and search strategies they might use. Consult with a subject librarian to design a well-structured, clear assignment for your students. DON’Ts There are a few things you should avoid when creating research assignments: Do not assume your students have a uniform level Do not send an entire class to the library in search D D of research skills. A few direct questions in class of the same items. “Scavenger Hunts” can work under about experience with online catalogs and periodical tightly controlled conditions, but more often students indexes will give you some sense of the general level of perceive such assignments as busywork. Unless hunts experience, and will allow you to gauge which students are focused, brief, and require the student to explore the might function as team or group leaders. Asking these found source and reflect on its use, they tend to sour questions will also help you to determine your objectives students on additional library use. for the library aspect of the research assignment. Do not give students a sketchy or faulty reference to D Do not refer students to specific journals or magazines an item and expect the student or the library staff to D for browsing unless it will serve a particular purpose. figure it out. If you must give an erroneous citation for Browsing is not the best approach to most under- the purpose of illustrating that many researchers perform graduate research. Students will have more success if sloppy research, tell them specifically what you are doing you recommend a particular database, identify its online and what their specific assignment is. location, and describe the database’s scope. Browsing may work at the graduate level, where the researcher is aware of the core journals in his or her field, but not for pre-majors working on general topics. C O U r s E s U p p O r T † A S S I g N m E N T S P H R A S I N G A S S I G N M E N T S : W H A T B O M B S Overspecified Underspecified M M This problem appears when the students have no This problem occurs when students do not know where flexibility to evaluate material or the assignment requires to start looking for the information or may not be able more detail than is found in publicly available resources. to tell if they have completed the assignment to the One example is telling a class to locate a 1997 survey of instructor’s expectation. One example is an assignment drug and alcohol use by teenagers aged 14-18. A better that instructs students to find some information about assignment is to ask students to locate a survey on drug a chosen company. It is better to tell them to find and alcohol use by persons under 18 years of age. size, administration, basic history, and product line information for a chosen company for a two-page report. Mismatched M This problem occurs primarily with research papers and Misinformation M oral reports. It is usually caused by a misunderstanding This problem occurs in three primary circumstances: between the instructor and students about the scope accidents, such as a typographical error in a call of the assignment or an erroneous assumption about number or author’s name; inaccuracies, such as the quantity or type of information that can be found referring the student to outdated or unavailable on a particular topic. Examples include a five-minute resources; and deliberate negative reinforcements, speech assignment on an overly broad topic such such as an instructor who feels that since he as gun control or an assignment on the long-range or she finds the library confusing and hostile, social impact of an event that occurred last week. students should be educated on this fact of life. A S S I g N m E N T S S A M P L E R E S E A R C H A S S I G N M E N T I D E A S USE T H E SC A FF O L D I N G R E SE A RCH PRO CE SS I D EN T I F Y M A J O R J O U R N A L S Summary: Conduct the research for a term paper. Do Summary: How many journals are published in a given everything except write it. At various stages, students field? Identify (with Instructor’s help) journals “basic” to submit a clearly defined topic, annotated bibliography the discipline. Compare and contrast them. Analyze their of useful sources, outline of paper, thesis statement, and content, tone, audience and impact. an opening paragraph with summary. Purpose: Focuses Purpose: Emphasizes the importance of journal litera- on stages of research and parts of a paper, rather than ture. Makes the point that journals differ in approach on writing it. and perspective. CO M PA R E I N T ER N E T A N D DATA BA SE SE A RCH E S LO O K B EH I N D T H E BO O K Summary: Provide a precise statement of the search Summary: Examine the credibility of the course textbook topic. Run the search in an Internet search engine (such (or a major monograph in the field). Who wrote it? What as Google or Yahoo) and also in a library database (such are the author’s credentials? What is the point of view as Lexis-Nexis or Academic Search Premier). Present of the book? Find three reviews of it. Suggest alternative some representation of the search results and compare works (with reasons). Purpose: Emphasizes that ideas findings of scholarly and non-scholarly sources. Purpose: and people have contexts. Demonstrates the differences between search tools in respect to content and search strategy. † Mosley, Pixey Anne. “Creating a Library Assignment Workshop for University Faculty.” The Journal of Academic Librarianship, January 1998. 10C O U r s E s U p p O r T familiar. In this case, however, rather than being given T R ACE A SCH O L A R ’S C A R EER the anthology, they are asked to compile it themselves. Summary: Students choose (or are assigned) a scholar/ The assignment can limit the acceptable content to researcher. They explore that person’s career and ideas scholarly articles written within the last ten years, or it by locating biographical information, preparing a bibli- can be broadened to include popular articles, chapters ography of his/her writings, analyzing the reaction of the or excerpts from monographs, subject encyclopedia scholarly community to the researcher’s work, and exam- articles, and older materials. Students should be asked ining the scholarly network in which she or he works. to write an introduction to the anthology that displays Purpose: Introduces students to the use of biography and an overall understanding of the subject. In addition, bibliographical tools, and exposes them to examples of students should describe each item and explain why it scholarly dialogue. is included. The assignment could also require a bibli- F O L LOW R E SE A RCH T R EN DS ography of items also considered for inclusion as well Summary: Look at a periodical index (or yearbook, hand- as copies of the items selected. Purpose: Gives students book, etc.) at 10-year intervals. How have the issues/ the opportunity to successfully search for and locate content/methods changed over time? materials and evaluate their relevancy and importance to Purpose: Illustrates the explosion of research, and how their subject. its issues, content, and methods change. SCH O L A R LY VS . P O PU L A R R E SO U RCE S CR E AT E A PAT H FI N D ER Summary: Find a reference to a study from a news- Summary: The student goes through the research paper or popular magazine, such as Time, Psychology process, determining his or her information need, Today, Life, etc. Then have students find the actual researching, evaluating materials, and then creating a study in a scholarly journal and write a paragraph or resource list (called a pathfinder). two comparing the popular sources with the original Typical pathfinders include: research. Purpose: Differentiates popular from scholarly resources. 1. A short description of the topic or research problem (or a thesis statement). T E A M R E SO U RCE E VA LUAT I O N 2. A list of subject headings and keywords that were Summary: Assign each team a research question and useful (lists should be separate to highlight the then assign each team member one or more types of difference between “controlled vocabulary” sources resources (subject encyclopedia, bibliography, popular and those that only allow for keyword searching). periodical article, journal article, Web site, monograph, 3. A list of library call numbers and Web sites where information could be found in books, videos, etc. etc.). Have each team member report on his or her resource, including how it was found, a summary of the 4. A half-page description of the research process — which databases were helpful (or information it contains, and an evaluation of the reli- not), which organizations published good ability of the author/editor/source. information, why certain search terms were better than others, successes, pitfalls, etc. A N A LY Z E T H E A RG U M EN T a s s ig nme n t 1 Summary: Identify and examine the assumptions implicit 5. A short annotated bibliography of the “best” sources. Usually three to five pages in length. in an article. Identify the author’s thesis. Outline the Purpose: Shows evidence that the student has mastered theoretical framework used to account for the results. a balanced, thoughtful approach to research. (Instructor may want to hand out specific questions in order to focus on different aspects of the article). CR E AT E A R E A D I N G PACK E T Purpose: Provides practice in reading what is implicit, Summary: The model for this assignment is the anno- rather than explicit, in a paper. tated book of readings with which most students are 11C O U r s E s U p p O r T A N A LY Z E T H E A RG U M EN T a s s ig nme n t 2 E X A M I N E COV ER AG E O F A CO N T ROV ER S I A L ISSU E Summary: Examine the design, data, and interpretation Summary: Examine the treatment of a controversial of the data in a research study for adequacy and consis- issue in several sources (newspaper editorial, schol- tency. (Instructor may want to hand out questions, to arly journal, journals from different disciplines, etc.). pinpoint specific aspects of the article.) Purpose: Emphasizes the multiple perspectives on any Purpose: Focuses on the critical evaluation of research. issue. U N D ER S TA N D PR I M A RY SO U RCE S PR E SEN T A P OS T ER SE SS I O N Summary: Compare primary and secondary sources on Summary: Research a topic and present it as a poster the same topic. Purpose: Teaches students to differen- that other students will use to learn about the topic. tiate between primary/secondary sources in a discipline. Purpose: Gives the opportunity to conduct a search and Shows when and why to use each. requires the students to express the important points succinctly. R E S O U R C E S F O R P R O m O T I N g A C A d E m I C I N T E g R I T y SafeAssign Plagiarism: The Crime of SafeAssign offers faculty the ability to compare Intellectual Kidnapping submitted papers with previously written papers stored http://tutorials.sjlibrary.org/tutorial/plagiarism/selector. in its database. The University of Minnesota – Twin Cities htm has a campus-wide site license for SafeAssign that allows This 20-minute playful Flash-based tutorial allows all instructors to use it free of charge through WebVista. students to review definitions and examples of plagiarism, For more information go to http://webvista.umn.edu/. paraphrasing, and citing sources – especially good for visual and linear learners. The associated 15-question quiz Plagiarism Avoided: Taking helps students determine their ability to recognize and Responsibility For Your Work avoid plagiarism. For another Web-based tutorial, see http://www.arts.ubc.ca/Plagiarism_Avoided.373.0.html Acadia University’s You Quote It, You Note It: Segments focus on “What is Plagiarism?“ with http://library.acadiau.ca/tutorials/plagiarism/. definitions, examples of appropriate use of materials, and consequences for misuse; and on “The Good News - QuickStudy: Library Research Guide Tips on Avoiding Plagiarism,” with plenty of tips focused Citing Sources on collecting good notes from print and Internet sources http://tutorial.lib.umn.edu/ and on incorporating source materials into one’s own Choose “Citing Sources” and then “Lesson 1.” Especially writing. One appendix summarizes documentation useful for helping students understand and avoid styles from MLA to Chicago. Other links on the site “accidental plagiarism” — the tendency to paraphrase include: Academic Integrity, Creating Original Work, without citation, to “misplace” the citation, or to under Increasing Your Integrity, Responsibilities, Consequences cite the source. A great tool for students to work through of Academic Dishonesty, and Ethics Scenarios. Especially in groups or on their own. Use RefWorks in tandem with good for instructors and students who are holistic and/ the citing sources module: http://tutorial.lib.umn.edu/ or verbal learners, and can be adapted into a for-credit and choose “Citing Sources” and then “Lesson 2.” course. 1C O U r s E s U p p O r T R E S E R v E S Placing Materials On Reserve Place materials on reserve to ensure that all of your students have access to assigned readings. You may place a wide variety of materials on reserve, including: course syllabi • lecture notes and presentations • practice exams and exer- cises • journal articles • book chapters • books • PowerPoint slides • DVDs and other media Electronic Items For Reserve Print Items For Reserve – If you know the library building or unit where you’d like Guidelines are available at: your materials to be held, contact the library directly by http://www.lib.umn.edu/site/reserves.phtml using the list on the left side of the reserves web page at Media Items for Reserve http://www.lib.umn.edu/site/reserves.phtml. While media are located in all libraries, the primary loca- – If you have questions, call Reserves staff at 612-624-6576. tion for media is in the SMART Learning Commons in Walter – If the library does not own an item you are requesting, it Library on the East Bank. Media reserves are located in can be purchased for you. Please note that most orders this building at the Reserves Desk in the basement. For take from one to two months from order date to receipt more information go to http://www.lib.umn.edu/media/ of materials. To request an item, contact your subject reserves/. librarian and department liaison: http://www.lib.umn. Students have access to a wide range of media viewing edu/site/selector.phtml. equipment in the SMART Learning Commons including DVD/CD, VHS (PAL, SECAM, NTSC), and audiocassette players. There is also a media viewing room available for groups (see below). Have Questions About Copyright? http://www.lib.umn.edu/copyright/ or speak to Course Reserves staff (612) 624-6576 g R O U P m E E T I N g R O O m S m E d I A F O R C L A S S R O O m U S E The Libraries regularly purchase new media that support Library Meeting Rooms for Classes instructional programs at the University. To request a Many of the libraries have rooms that can be reserved on specific item to be purchased or to discuss the media an occasional basis for one-time class meetings without a holdings of the Libraries in your field, contact your librarian. These are seminar rooms without computers or subject librarian and department liaison: http://www.lib. projectors. For more information, contact the Libraries at umn.edu/site/selector.phtml. http://infopoint.lib.umn.edu/ To book media to show in your class, go to http://www. If you have arranged for a library workshop for your lib.umn.edu/media/bookit/. students, the librarian will reserve a library computer lab if For information on putting your own media items on appropriate. (see also: Library Instruction p.6 ) reserve in the Libraries, see reserves section above. Media Viewing Rooms Groups of 12 or fewer can reserve a room in the SMART Learning Commons in Walter Library for media viewing and multimedia presentation practice. The room contains a large plasma screen, surround sound, and high definition components. http://www.lib.umn.edu/media/rooms/ 1Undergraduate Resources Handouts Undergraduate Virtual Library http://www.lib.umn.edu/undergrad/ The University Libraries produce a variety of handouts useful for assisting students in various stages of their The Undergraduate Virtual Library is a popular portal to research. These are accessible through the Web for the University Libraries. It demystifies and streamlines the copying and distribution. research process for undergraduates. Examples include: – Is it Popular or Scholarly? – Digital Dissertations – Using MNCAT Plus SMART Learning Commons Download handouts from: http://www.lib.umn.edu/ http://smart.umn.edu/ site/handouts.phtml The SMART Learning Commons, located in Magrath, Handouts for specific subjects are available at http:// Wilson, and Walter Libraries, provide learning support www.lib.umn.edu/site/subjects.phtml. services, personalized drop-in Peer Learning Consultants, Scroll down to “Supplementary Handouts and Guides.” and other assistance. Libraries on the myU Portal The Wilson and Walter Library locations also provide https://www.myu.umn.edu students with the hardware, software, and expert assistance for: Students can access key library resources and tools – Filming, downloading, and editing digital movies from the myLibrary tab of the myU Portal. There they can search for books and articles, get a list of recom- – Creating and uploading a Web site mended databases based on the courses they are taking, – Designing page layouts see what they have checked out of the library, and save – Producing graphic designs databases and e-journals so they can find them easily in – Making a presentation in PowerPoint the future. Instructors may schedule a media specialist for an in-class demonstration of the use of this media equipment and software. 1 F A C U L T Y / I N S T R U C T O R G U I D EAsk Us Individual appointments with a librarian Ask Us Librarians have subject specialties and welcome the http://infopoint.lib.umn.edu/ opportunity to meet with faculty and students for The Libraries respond to nearly 200,000 inquiries a research consultation (http://www.lib.umn.edu/site/ year from the University of Minnesota community and selector.phtml). beyond. Faculty, students, and staff may contact library staff via: – Chat Scheduled hours include evenings and Sundays. – E-mail Send questions any time of the day and get a reply within 24 hours. – Telephone Reference desk staff responds to telephone inquiries during reference hours (http://www.lib.umn.edu/site/ hours.phtml). – In-Person Reference hours vary according to library (http:// www.lib.umn.edu/site/hours.phtml). U N D E R G R A D U A T E R E S O U R C E S 1We want to hear from you. How can we improve this guide? Please take our survey at http://tinyurl.com/5por6j.www.lib.umn.edu/research/instruction/guides/FacultyGuide.pdf improving student research: a faculty instructor guide Questions? Contact your Subject Librarian and Department Liaison For a list of contacts, see: http://www.lib.umn.edu/site/selector.phtml Or contact Jerilyn Veldof jveldofumn.edu, (612) 624-1529 Director of Coordinated Educational Services & Undergraduate Initiatives, University Libraries To receive this information in alternative formats contact Jerilyn Veldof: jveldofumn.edu or 612-624-1529 © 2008 by the Regents of the University of Minnesota The University of Minnesota is an equal opportunity employer and educator. r e mm u s 2008