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Coping with Mediocrity: Working with Less-than-Great Assignments - Webster (poster)

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Presented at LILAC 2018

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Coping with Mediocrity: Working with Less-than-Great Assignments - Webster (poster)

  1. 1. Start with the assumption that the professor values the library. They wouldn’t use it if they didn’t. What to do with less- than-great assignments Better use of the library Stronger assignments Meaningful partnerships Libraries Meet in person (or email) Start a conversation with the professor so you can transition from fulfilling instruction requests to a partnership. No meeting? Free rein! Seriously—you tried! Decide what you want the students to achieve and plan exactly that. Example: A Typical Scavenger Hunt S TRATEGIES OBJECTIVES A general familiarity with the library Get students into the stacks to browse and find books No guidance from professor, so it’s up to you! Use the motivation to plan the activity Turn it into something that is related to what the students are working on, or something that promotes your library/collection. 1 2 3 The library is your oyster! Think of things around a theme (services, special spaces, or a notable collection) and structure the lesson around that. Match the theme to the class if possible. Have students identify topics they need to research or are interested in. You might need to do a little brainstorming with them. Limit their search to physical items so they learn how to find things but do not limit them to only books; allow them to find DVDs or magazines as well. Highlight useful academic services like course reserves, finding required books or articles, poster printing for final presentations, group work space for group projects, etc. 1 2 3 Their Motivation Your Plan Coping with Mediocrity Elizabeth Webster The Solution

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