In this lesson, students will learn to allocate time necessary to complete assignments and projects by properly determining the necessary steps in the research process. [This lesson was originally designed to be used in conjunction with Library Online Basic Orientation (LOBO) at North Carolina State University: http://www.lib.ncsu.edu/lobo2/]

Submitted with permission of Dr. Megan Oakleaf.

Adapted from Burkhardt, Joanna M., Mary C. MacDonald, and J. Andree Rathemacher. Teaching Information Literacy. Chicago: American Library Association, 2003. pp. 17, 95.

Carla, List J. Information Research. Dubuque, Iowa: Kendall/Hunt Publishing Co. pp. 96-97.

Understanding Assignments. Chapel Hill, NC: UNC Writing Center, 1998. Accessible from: http://www.unc.edu/depts/wcweb/handouts/readassign.html
Accessed: 11 November 2005.

Information Literacy Objective

 

Students will identify the steps in the research process and best manage their time accordingly.

 

Student Objective

 

Students will create a detailed schedule for the completion of their research assignment.

 

Students will determine the information needs and audiences of their assignment.

 

Materials—Teacher:

• Whiteboard or chalkboard
• “Understand Your Assignment” handout
• “Assignment Calculator Timeline” print-out

 

 Materials—Student:

• Pens or pencils
• Assignment directions
• “Assignment Calculator Timeline” from LOBO (Students should obtain this from LOBO for homework)

Preparation

 

• Give students the research assignment directions in the previous class.
• Assign students to complete LOBO section(s): Manage Your Time & Understanding Your Assignment. Ask students to bring in the “Timeline” that they will create using the Assignment Calculator in LOBO.
• Review applicable section in LOBO: http://www.lib.ncsu.edu/tutorials/index.php?option=com_content&task=view&id=43&Itemid=76
• Read lesson plan.           

 

Introduction (Time = 5 minutes)

 

• Ask students to take out their assignment instructions, as well as their printed schedule from the Assignment Calculator on LOBO.
• Explain that you will look carefully at their assignment instructions as a class, and develop a plan for researching and completing their assignments.
• Point out the assignment’s due date.  Remind the students that even though the due date may seem far away, there are many steps to the research process, which could take longer than expected.

 

Procedures (Time = 15-20 minutes)

 

1. Pass out and complete handout.

·        Pass out the “Understanding Your Assignment” handout, and recreate the handout on the board or show using a PowerPoint presentation or a projector.

·        Explain that although students now have a general schedule for their assignment, which they created using LOBO, this is only a broad overview of their assignment. Tell the class, “We are now going to talk about the assignment in much more depth.”

·        Allow students to complete handout and discuss as a class. 

 

2. Use the steps listed on the assignment calculator timeline to finish discussing the assignment.

·        Go through the remainder of the steps listed by the assignment calculator. Highlight important parts of the assignment for each step, explaining that students may not need to stick strictly to this schedule, but should use it as a guide. (You may need to alter the steps slightly based on the specifics of the research assignment.)

·        Encourage students to make notes by each step on their timeline to remind themselves about the specifics of the assignment.

 

Closing (Time = 5 minutes)

·        Highlight the importance of contacting reference librarians if they run into any difficulties in researching their topics. 

·        Explain that throughout the class, the different sections of LOBO will be very helpful for successfully completing their assignments.  Tell the class, “Each section in LOBO will give you tips on how to define your research needs, develop a strategy, conduct searches for information, evaluate resources, and integrate research into your papers.“

• Ask students for any additional questions they might have.        

 

Wrap Up

Encourage students to begin working early and to continue to ask questions.

 

Lesson Evaluation

What worked well for you?

 

 

What will you do differently next time?

 

Student Assessment
There is no formal assessment in this lesson; however, students can be assessed informally based on their ability to discuss the complexities of the research process.

Written by Jill Robinson, North Carolina State University. See description for full list of credits.