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Effective Teaching for the Library Classroom: Home

A guide and warehouse of materials used and discussed at the 3/12 pedagogy workshop with Dr. Jeff Liles.

PRACTICE, Understanding Citations


INTD 105 is SUNY Geneseo's version of WRT 105 here at UR. This particular section entitled, Illuminating Childhood Portraits through Film, is taught by an Education professor and the students' task is to research historical and social themes in an international film of their choice.


Image of flan EDUC 215, Foundations in Literacy: Secondary School, is aimed at students in the early stages of preparing to become teachers. Students are equally enrolled in courses within a disciplinary major as they are in the School of Education. This library lesson spans two course periods. The first is meant to encourage students to use non-conventional items/texts within their teaching, as opposed to sticking with an assigned textbook. The second session then focuses the students' attention on how to find such materials through the library's resources (picture books, novels, primary documents, manipulatives, etc.). The end goal of the two sessions is to have students build a text set around a particular unit of study that would include a variety of materials to draw content from.


PRACTICE, Modeling using anticipatory sets

An anticipatory set is part of a lesson plan - it's the part that draws on what the students already know, and can also be used as the "hook" to get students interested. We'll do a practice session to introduce the refinements available in Summon (Articles & Books) that makes use of an analogy to something students already know: online shopping (like Amazon or Zappos) and it's process of refining. 

(Without first looking at Articles and Books)

If you've shopped online, you might have wanted to refine your search - you searched for "boots" and got 1,000 results. Holler out ways you might refine your search. 

Now, in your groups, make a 'wish list' of all the ways to refine your search for books and articles on your topic.  What sorts of limiters and options would you like best? One thing you don't need to worry about: price!  But there could be a lot of limits you might want to hone in on the best items. You can be doing research on anything, but if you'd like a prompt, I'll give you one.  Take 3 minutes - it's not a marathon. 

Let's make our list!

Open up the Padlet here:




PSYC 251 is a gateway course for students majoring in Psychology. Students enrolled in this class are typically sophomores or juniors. While professors of this course only request one library lesson per semester where the focus is on getting acquainted with PsycInfo, the library benefits from 100% participation from the PSYC Dept. This means that we can guarantee that all PSYC students at this level are getting consistent training in PsycInfo. 


INTD 105 is SUNY Geneseo's version of WRT 105 here at UR. One of my typical sections to work with was entitled, Sex, Skulls, and Aliens: Controversies in Anthropology. The professor and I ran three library sessions at key points in the semester, targeted to research-related assignments. For the second session, there is no graded assignment attached but the professor wants her students to have a firm understanding of the famous Piltdown Hoax. As such, we run a whodunnit exercise, knowing full well there are no concrete answers to this controversy.


ANTH 207 focuses on ancient archaeologies of North America.The genesis of this lesson has an interesting background in that the professor was skeptical of the value of library instruction, even after running a session or two at the request of his department chair. His feeling was that students already knew how to find and evaluate excellent resources for their research assignments. It wasn't until a few years later, after an intensive teaching collaboration was taking place between his department chair and the library, that he was able to easily pick out the students from that program. The students' work was superior to anyone else's in the class - their quality of resources, writing, and original thoughts. So, he took another chance on the library - first by focusing a week's worth of classes on library instruction (3 sessions), and then cutting that time element to one session. His thought was that students could find resources but what they really needed help with was understanding what it takes to build a comprehensive scholarly annotated bibliography.

After students build the grading rubric which will be applied to their annotated bibliographies (a draft and a final version), the librarian is the main "grader" of the students' work (with consultation and final agreement from the professor). A grade based on the rubric is assessed on the draft version of the bibliography (along with lots of feedback), and after students have taken these suggestions to heart and turn in a final version, they are given another rubric-based grade.


INTD 105 is SUNY Geneseo's version of WRT 105 here at UR. The section entitled Ethics in America was unique in that the class composition was almost 100% AOP students, the equivalent to UR's ECO program. The reason why this is a special consideration is because the AOP first-year students come to campus in the summer to engage in four weeks of pre-collegiate study. Within that month, students are required to meet with the librarians once a week, as part of the standard writing course. Geneseo librarians have developed a robust library instruction program, so the thought of these students coming back for more "basic" training is a challenge. The attempt in this lesson plan was to avoid duplicating the same old basic lesson and instead, enhance the skills the students should have already learned.