The document outlines the objectives and guidelines for an assignment in an Economic Geography course. Students are tasked with finding information on a company, including its products, markets, competitors, suppliers, and industry. They must use library resources like articles, profiles, reports and datasets, and evaluate sources ethically. The librarian created an online research guide for the assignment covering the different information formats. It will serve as a teaching tool, reference for specifications, and place for help. The instruction session focused on "Information Creation as Process" but will incorporate two other frameworks in the future with active learning opportunities.

1. Information Creation as Format in GEOG 203 - Economic Geography
GEOG 203 course objectives and assignment guidelines analyzed:
• Use of library resources:
• Scientific articles
• Company profiles
• Annual reports
• Data sets
• Newspaper sources
• Critical evaluation of sources and reports,
• Ethical use of information,
• Synthesis of external data sets / data collected.

2. Students tasked to find company information, including:
• Company product
• Company market information
• competitors
• customers
• Company suppliers
• Industry information
• Local company-specific information
• how many employees?
• revenue situation?
• sunrise/sunset firm?
• product life-cycle location?
• employee skills – generalized or specific?
• agglomeration economy?

3. • Company product
• Company market information
• competitors
• customers
• Company suppliers
• Industry information
• Local company-specific information
• how many employees?
• revenue situation?
• sunrise/sunset firm?
• product life-cycle location?
• employee skills – generalized or
specific?
• agglomeration economy?
Information Creation as Process
&
Authority is Constructed and
Contextual

4. • Company product
• Company market information
• competitors
• customers
• Company suppliers
• Industry information
• Local company-specific information
• how many employees?
• revenue situation?
• sunrise/sunset firm?
• product life-cycle location?
• employee skills – generalized or
specific?
• agglomeration economy?
Authority is Constructed and
Contextual
&
Information Has Value

5. • Company product
• Company market information
• competitors
• customers
• Company suppliers
• Industry information
• Local company-specific information
• how many employees?
• revenue situation?
• sunrise/sunset firm?
• product life-cycle location?
• employee skills – generalized or
specific?
• agglomeration economy?
Authority is Constructed and
Contextual
&
Information Has Value
Information Creation as Process
&
Authority is Constructed and
Contextual

6. • Company product
• Company market information
• competitors
• customers
• Company suppliers
• Industry information
• Local company-specific information
• how many employees?
• revenue situation?
• sunrise/sunset firm?
• product life-cycle location?
• employee skills – generalized or
specific?
• agglomeration economy?
&
Information Has Value
Information Creation as Process
&
Authority is Constructed
and Contextual

7. Teaching Plan / Course Research Guide
Developed a library instruction guide using the LibGuides platform, starting with the basic
template created by James.

8. Teaching Plan / Course Research Guide
Developed a library instruction guide using the LibGuides platform, starting with the basic
template created by James.
The guide serves simultaneously as a teaching tool, a space where they can reference their
assignment specifications, a toolkit, a research touchstone, and a place where the students
can also find assignment-specific help.

9. Teaching Plan / Course Research Guide
Developed a library instruction guide using the LibGuides platform, starting with the basic
template created by James.
The guide serves simultaneously as a teaching tool, a space where they can reference their
assignment specifications, a toolkit, a research touchstone, and a place where the students
can also find assignment-specific help.
Navigation of the guide emphasizes a basic research approach according to information
format types either required or encouraged by the faculty member.
Library instruction – which was held in-class rather than in the library – balances teaching
knowledge / disposition and “rules”.

10. Teaching Plan / Course Research Guide
Developed a library instruction guide using the LibGuides platform, starting with the basic
template created by James.
The guide serves simultaneously as a teaching tool, a space where they can reference their
assignment specifications, a toolkit, a research touchstone, and a place where the students
can also find assignment-specific help.
Navigation of the guide emphasizes a basic research approach according to information
format types either required or encouraged by the faculty member.
Library instruction – which was held in-class rather than in the library – balances teaching
knowledge / disposition and “rules”.
Current version of the session does not allow for active learning, but next academic year
faculty member expressed desire to have library session “in-house” for active learning
opportunities.

11. No formal assessment done this time because instruction session took place in the academic
classroom.
• Informal feedback from faculty member was exceptionally positive .

12. No formal assessment done this time because instruction session took place in the academic
classroom.
• Informal feedback from faculty member was exceptionally positive .
• Next academic year, instructor wishes for instruction session to be taught in the library
classroom, with each student logged into their own computer so that active learning
opportunities can take place.

13. No formal assessment done this time because instruction session took place in the
academic classroom.
• Informal feedback from faculty member was exceptionally positive .
• Next academic year, instructor wishes for instruction session to be taught in the library
classroom, with each student logged into their own computer so that active learning
opportunities can take place.
• Focused on the main Frame that was the most obvious (Information Creation as
Process), but after further analysis realized that there are two other frames addressed
within the assignment (Authority is Constructed and Contextual -&- Information Has
Value)and within the instruction. Future instruction sessions will be enhanced by
additional incorporation of these two other Frames.

14. No formal assessment done this time because instruction session took place in the academic
classroom.
• Informal feedback from faculty member was exceptionally positive .
• Next academic year, instructor wishes for instruction session to be taught in the library
classroom, with each student logged into their own computer so that active learning
opportunities can take place.
• Focused on the main Frame that was the most obvious (Information Creation as Process),
but after further analysis realized that there are two other frames addressed within the
assignment (Authority is Constructed and Contextual -&- Information Has Value)and
within the instruction. Future instruction sessions will be enhanced by additional
incorporation of these two other Frames.
• A need to collaborate more closely with the faculty member to get a better sense of the
“so what?” purpose of the overall paper, to better tie it into the course objectives. Also a
need to assess student learning – both by post-instruction survey and by portfolio
analysis.