• We can take a conceptual and information approach, and cover it all in a single class session, with little or no hands-on use of the catalog and databases.
• If your class meets for more than 50 minutes at a time, we can incorporate hands-on work.
• Or we can meet with your students for more than one class session, and cover fewer resources per session, with hands-on work included each time we meet.  
• Various tutorials are available from the library's website, including:
  • An orientation to the library services available at Columbia State
  • A demonstration of our online catalog,
  • Introduction to various periodical databases.
• These tutorials are available to be used by themselves, or in conjunction with one or more library presentations.
• When used together, the presentations can merely review the concepts covered in the tutorials, and we can then devote most of the class session to
  • introducing your students to the hard-copy resources appropriate to your academic discipline
  • giving your students hands-on practice in using online resources.

With a week's notice, we can tailor any of these basic presentations to a specific project you have assigned your students.

• Even if your students had research skills training in high school, they are probably not familiar with our online catalog and our databases.
• Research skills instruction is more effective if it is tied to a meaningful assignment, which culminates in a paper or presentation. We are available throughout the semester to do instruction whenever your students are beginning their research assignments.
• A "team teaching" approach works best for research skills instruction - you know what your goals are for the assignment, we know what resources will best satisfy those goals. So you are welcome to attend sessions with your class, and interact with the library presenter.

All library presentations are scheduled on a first-come, first-served basis. To request library sessions at the Columbia campus, please answer our presentation questionnaire, and we will get back to you as soon as possible to discuss your request and confirm the class dates and times. If you prefer, you may telephone first, at extension 2556 or 2565, to discuss your library instruction needs. To schedule sessions at the sites and centers, contact the library at the location where the session will be held.

If you would prefer to make these presentations yourself, or if you'd like some assistance in designing a library research assignment, we would be happy to help you. Please contact Anne Scott, Kathy Breeden, Jacklyn Egolf, Lyn Bayless, or the library staff at your site or center.

Some online helps for designing effective, meaningful, library assignments:
(adapted from On Effective, Meaningful Library Assignments by Alicia Ellison at Hillsborough Community College)

• Positive Relationships for Productive Library Assignments
• Guidelines for Designing Effective Internet Assignments (St. Louis Community College Library Services)
• Creating Research Assignments (Jackson State Community College Library)
• Term Paper Alternatives (University of California-Berkeley Library
• Reinforcing Information and Technology Literacy in General Education Courses (Holly Heller-Ross, Associate Librarian, Plattsburgh State University of New York)