Ideas for Library Related Assignments

• Locate a popular magazine article, then find a scholarly article on the same subject. Compare the two articles for content, style, bias, audience, etc.

 
• Prepare an annotated bibliography of books, journal articles, and other sources on a topic. Include evaluative annotations.

 
• Select a topic and compare how that topic is treated in two to five different sources.

 
• Analyze the content, style, and audience of three journals in a given discipline.

 
• Update an existing bibliography or review of the literature.

 
• Locate primary sources about the date your birth. You may use one type of material only once, i.e., one newspaper headline of a major event, one quotation, one biography, one census figure, one top musical number, one campus event, etc. Use a minimum of six different sources. Write a short annotation of each source and include the complete bibliographic citation.

 
• Read an editorial and find facts to support it.

 

• Choose an autobiography of someone related to the course content. Find secondary sources which deal with an idea or event described in the autobiography. Compare and contrast the sources.

 
• Select a scholar/researcher in a field of study and explore that person's career and ideas. Besides locating biographical information, students prepare a bibliography of writings and analyze the reaction of the scholarly community to the researcher's work.

 
• Evaluate a web site based on specific criteria.

 
• Each student in the class is given responsibility for dealing with a part of the subject of the course. He or she is then asked to 1) find out what the major reference sources on the subject are; 2) find out "who's doing what where" in the field; 3) list three major unresolved questions about the subject; 4) prepare a 15 minute oral presentation to introduce this aspect of the subject to the class.

 
• Assemble background information on a company or organization in preparation for a hypothetical interview. For those continuing in academia, research prospective colleagues' and professors' backgrounds, publications, current research, etc.

 

• Compile an anthology of readings by one person or on one topic. Include an introduction with biographical information about the authors, and the rationale for including the works [justify with reviews or critical materials].

 
• Conduct the research for a paper except for writing the final draft. At various times students are required to turn in 1) their choice of topic; 2) an annotated bibliography; 3) an outline; 4) a thesis statement; 5) an introduction and a conclusion.

 
• Pick a topic and research it in literature from the 60s and 70s. Then research the same topic in the literature of the 80s and 90s. Compare and contrast the topic in a bibliographic essay.

 
• Determine the adequacy of a psychological test based on the literature about the test. Then develop a test battery designed for a particular clinical (or other) situation, by using published tests and the literature about them.

 
• To develop the ability to evaluate sources, have students prepare a written criticism of the literature on a particular issue by finding book reviews, by searching citation indexes to see who is quoting the context of the scholarship in a particular field.

 



• Have students use bibliographies, guides to the literature and the Internet to find primary sources on an issue or historical period. They can contrast the treatment in the primary sources with the treatment in secondary sources including their textbooks.

 
• In general, biology, or health classes, assign each student a 'diagnosis' (can range from jock itch to Parkinson's Disease). Have them act as responsible patients by investigating both the diagnosis and the prescribed treatment. Results presented in a two-page paper should cover: a description of the condition and its symptoms; its etiology; its prognosis; the effectiveness of the prescribed treatment, its side effects and contradictions, along with the evidence; and, finally, a comparison of the relative effectiveness of alternate treatments. This can also be accompanied by oral or visual presentations, slideshow, poster session, etc.

 
• Have students follow a piece of legislation through Congress. Using Congresssional Compess, this exercise is designed primarily to help them understand the process of government. However it could also be used in something like a 'critical issues' course to follow the politics of a particular issue. (What groups are lobbying for or against a piece of legislation? How does campaign financing affect the final decision? etc.).

 
• Similar to above, have students follow a particular foreign policy situation as it develops. Who are the organizations involved? What is the history of the issue? What are the ideological conflicts?

 
• Ask each student to describe a career they envision themselves in and then research the career choice. What are the leading companies in that area? Why? (If they choose something generic like public relations or sales, what is the best company in their county of residence to work for? Why?) Choose a company and find out what its employment policies are-flex time, family leave, stock options. If the company is traded publicly, what is its net worth? What is the outlook for this occupation? Expected starting salary? How do the outlook and salaries vary by geography?

 
• Write a biographical sketch of a famous person. Use biographical dictionaries, popular press and scholarly sources, and books to find information about the person.

 
• Nominate someone or a group for the Nobel Peace Prize. Learn about the prize, the jury, etc. Justify the nominations.

 
• Choose a topic of interest from U.S. 1877 to the present and search the topic on the Internet. Cross reference all search engines and find all websites which discuss the topic. Like a research paper, students will have to narrow and broaden accordingly. The student will then produce an annotated bibliography on the topic, based solely on internet references.

 

• Everyone becomes an historical figure for a day. Students have to do the research on the person, time-period, culture, etc. They give an oral presentation in class and answer questions.

 
• Students adopt a persona and write letters or journal entries that person might have written. The level of research required to complete the assignment can range from minimal to a depth appropriate for advanced classes.

 

• Write a newspaper story describing an event--political, social, cultural, whatever suits the objectives-based on their research. The assignment can be limited to one or two articles, or it can be more extensive. This is a good exercise in critical reading and in summarizing. The assignment gains interest if several people research the same event in different sources and compare the newspaper stories that result.

 
• News conferences offer good opportunities to add depth to research and thus might work particularly well with advanced students. A verbatim transcript of an analytical description of a news conference can serve as a format for simulated interviews with well known people of any period. What questions would contemporaries have asked? What questions would we now, with hindsight, want to ask? How would contemporary answers have differed from those that might be given today? Here students have an opportunity to take a rigorous, analytical approach, both in terms of the questions to be asked and the information contained in the answers.

 

• Create an anthology. The model for this format is the annotated book of readings with which most students are familiar. In this case, however, rather than being given the anthology, they are asked to compile it themselves. The assignment can limit the acceptable content to scholarly articles written within the last ten years, or it can be broadened to include chapters or excerpts from monographs and significant older materials. Students should be asked to write an introduction to the anthology that would display an overall understanding of the subject. In addition, each item should be described, and an explanation given as to why it is included. The assignment could also require a bibliography of items considered for inclusion as well as copies of the items selected. In any subject course in which students would benefit from finding and reading a variety of scholarly items, such an assignment would guarantee that they use their library skills to locate the articles, their critical reading skills to make the selections, and a variety of writing skills to produce the introduction, the summaries, and the explanations.

 
• Contrast journal articles or editorials from recent publications reflecting conservative and liberal tendencies.

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• Write a review of a musical performance. Include references not only to the performance attended, but to reviews of the composition's premiere, if possible. Place the composition in a historical context using timetables, general histories and memoirs when available, using this information to gain insight into its current presentation.

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