Research Education at the Mardigian Library

The Research Education program provided by the Mardigian Library offers course-related instruction to help students learn how to conduct academic research and become more information literate. Librarians collaborate with faculty to develop individualized sessions for classes that can include:

• Demonstrations of Mardigian Search (a.k.a. "Summon"), a tool that allows researchers to search multiple library databases simultaneously.

• Targeted resources from the library's 400+ research databases.

• Searching techniques to help students use these databases effectively.

• Evaluation techniques of information resources that will help students learn to distinguish appropriate academic resources from the flood of web pages and other available sources.

For faculty wanting a more integrated approach to research education,  work with your subject librarian to have them embedded in your face-to-face class and or your Canvas Course Site.  Contact your subject librarian for more information.

Subject Librarians

African and African American Studies, Communications and English Librarian - Carla Brooks

Behavioral Sciences, Criminology and Criminal Justice, Women's & Gender Studies Librarian - Nadine Anderson

• Behavioral Sciences Research Education page

Business Librarian - Carla Brooks, Interim

Education, Health, and Human Services Librarian - Raya Samet

Engineering and Math Librarian - Chris Spilker, Interim

Philosophy, Religion, Music,  Modern & Classical Languages - Monica Adams

Science Librarian - Joel Seewald

Social Sciences Librarian - Chris Spilker

First Year Experience Librarian - Sophia McFadden-Keesling

The Advantages of Research Education

• Students will use higher-quality sources for their research projects or papers
• Students will produce higher quality projects or papers.
• Students will feel more comfortable using the library.
• Students will gain self-confidence in their research skills.
• Students will learn research strategies that can save them time.
• Students will become independent researchers.
• Research education may reduce frustration of both students and faculty.

Key Questions

• Are these the most useful or relevant library resources (either print or online) to use for this assignment?
• Are the directions clear to students? Is the assignment too vague?
• Am I up-to-date on the new resources available in the library?
• Have I asked a librarian to help me identify good resources that everyone can access?
• Does the library carry the materials that I am suggesting?

Library Assignment Tips

The Basics: Define, Develop, Test

Define your Objectives

• What do you expect students to learn as a result of the assignment?
• Is the assignment part of a bigger paper or a "treasure hunt?"
• How does the assignment relate to your general course objectives?

Develop the assignment

• Include critical thinking. Does the assignment require students to consider what they have learned?
• Will students evaluate the information they find and compare to other sources?
• Can students tailor the assignment to their interests, make choices, explore different approaches?
• Suggest a time frame for completion of each segment
• Schedule library sessions for the assignment at the time the students will need to do research.

Test the Assignment

• Try the assignment yourself. If you have trouble finding something, your students won't find it any more easily.
• Are the materials in the library? Check the Library Catalog or consult with your library liaison to ensure materials are available.
• If the assignment requires students to use resources from Ann Arbor or from another area university, be aware that it will take students more time.
• Read more about Interlibrary Loan and borrowing materials from other libraries.
• If many students are asked to look at one specific source, consider placing the resource on Reserve.
• Can more than one resource be used to answer a question? Suggest alternative titles when possible.

Other things to consider:

What materials are accessed online?

• Many of our journals are available in full text from library research databases accessed via the web.
• Some are available only online.
• Some are only available in print.
• Some have to be interlibrary loaned from other libraries.
• It is important to distinguish electronic titles from their print counterparts; some change title names when formats are changed. For example:
• Psychological Abstracts is the print title of this publication, while PsycInfo is the electronic title of Psychological Abstracts.
• This distinction is important so students will not waste time searching for titles that no longer exist under its "print" title.

Internet Assignments

• Can students distinguish between "free" sites on the Internet for information and "paid" sites (such as our subscription databases)?
• Can students evaluate the quality of information found on the Internet?
• Be aware that internet sites change often. If you require the use of an Internet site for a class assignment, check to make sure it's still available or hasn't changed drastically.
• Suggest a specific Internet site(s) that may have information needed for research, or a couple of search engines (Google, Yahoo! Search, Ask, etc.) that can be used to find the information.