1. Who will facilitate the library instruction session? Any of our faculty librarians (including our adjuncts) can provide an excellent orientation, as well as give students guided research practice time. Librarians are assigned to sessions based on availability.
2. What does a library instruction session entail? When you fill out the request form, you can let us know exactly what kind of resources your students will need to use in order to complete their research assignment. If you are unsure, please contact an Instruction Librarian.
3. When does the library provide instruction sessions? We will make every effort to provide instruction during the library's regular hours of operation. Please use the request form linked above to request your session at least TWO WEEKS in advance of your desired instruction date. Keep in mind that your students will benefit the most from a library instruction session when they have already been introduced to your assignment and have had a chance to discuss their research topics with you.
4. Where does the instruction occur? At ELAC's Monterey Park Campus, instruction will occur in one of the Library's two computer lab classrooms (F3-101 or F3-103).
5. What about South Gate Campus? Instruction at South Gate will occur in Computer Classroom 123 or 109, depending upon room availability. If you'd like to request an instruction session for a South Gate class, use the request form linked above and select South Gate as your location option.
6. Do I have to attend the library instruction session with my class? Yes! Your active participation in the session is critical to your students' success. We ask that instructors arrive with their class, on time, and assist in keeping students on track and engaged. If you can't attend, you must provide a substitute or reschedule. (See "Faculty Absence Policy" linked below).
7. Why should I schedule a library instruction session? Our library has tons of resources handpicked with ELAC's curriculum and students in mind. All too often, students default to Google or other non-academic resources when doing research. Why not get students on the right track here at ELAC and introduce them to the wonderful world of college-level research? When you show your students that library research is important to you, they'll begin to realize it's important to them too. Library love is infectious!
8. Orientation or Workshop? If you can tell most of your students are well-versed in library database searching and evaluating resources for reliability and relevance, you may want to forego requesting an orientation. Instead, you may recommend your students attend a library workshop on their own if they need to brush up on a particular research skill. Don't forget to check our offerings and specify which workshop(s) would be most helpful! If you're unsure, feel free to contact an Instruction Librarian.
2. RESOURCES: Contact a librarian to make sure we have the resources you’re asking students to find. When in doubt, just stop by or call the Research Help Desk!
3. RUBRICS: Give clear, consistent, and explicit research expectations and rubrics. For example, let students know exactly how many books, articles, websites, etc. they are expected to find. Make sure students understand what you mean when you ask for "scholarly / peer-reviewed / academic articles."
4. SCAFFOLD: Reinforce the skills they've been introduced to in the library session throughout the class. Library instruction sessions are not one-stop shops for independent college researching. Students need to be encouraged to continue practicing these skills throughout their courses. Scaffolding research skills is the key to success!