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Conducting the Search- Finding Call Numbers
Description:
This assignment will teach students about Library of Congress Call Numbers and how to effectively find their materials.

Important Note

This assignment requires that students visit various areas of the library. It will work best after students have completed the library tour activity.

Adapted from Lesson adapted from: Prorak, Diane. “Focus on Skills: Using the Classification System and Finding Periodicals.” In Designs for Active Learning. Chicago: Association of College and Research Libraries, 1998.
Goals & Objectives:

Information Literacy Objective

The student will access needed information effectively and efficiently.

Student Objective

The student will find books and journals using LC call numbers.

Materials & Sources:

Materials—Teacher

 

Copies of 1-page outline of the Library of Congress Classification structure, one for each student.

Copies of “Using LC Call Numbers in the Library” worksheet (1-page, double-sided), one for each student.

 

Materials—Student

Pencil/Pen

A topic idea.  May be related to the student’s major, a research project, or an area of interest.

Preparation

Procedures:

Introduction  (Time = 35 minutes)

Tell students that this assignment will help them use Library of Congress Classification to find books and journals throughout the library.

Procedures

1.      Familiarize students with the Library of Congress (LC) call number handout.  Explain that university library materials are organized using these letter codes instead of the Dewey Decimal numbers used in high school and public libraries.  (Time = 3 minutes)

2.      Ask students to determine the LC letter(s) corresponding to their topic area and write the letter(s) on the worksheet entitled, “Using LC Call Numbers in the Library”.  (Time = 2 minutes)

3.      Explain the major sections of the worksheet, and then send students throughout the library to complete the worksheet tasks.  Encourage students with similar topics to work together.

4.      Allow students time to work in library to complete worksheet tasks.  (Time = 25 minutes)

5.      After students return, ask students to answer the 3 questions at the end of their worksheet.  Ask selected students to share their answers.  Attempt to respond to their answers to question #3.  If you cannot, ask the librarian on duty at the Reference Desk!  (Time = 5 minutes)

 

Closing

Be sure to summarize the main points of the lesson and refer students back to LOBO for help!

Student Evaluation

Based on step #5 above.

Wrap Up

 

Remind students that library research can be challenging, but that it can be mastered.  The result of mastering library research skills is better papers/projects and better grades!

Lesson Evaluation

What worked well?

What will you do differently the next time?

Assessment:
Student Assessment

Students may be formally assessed based on their assignments in LOBO and/or their worksheets completed in class. Students may be assessed informally based on their participation in class and discussion.
Collaborators:
Submitted with permission of Dr. Megan Oakleaf and the North Carolina State University Library. See description for full credits.
Sources:
Print this Lesson Plan
Presented By: S.O.S. Team
Collaborative: Submitted with permission of Dr. Megan Oakleaf and the North Carolina State University Library. See description for full credits.
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