Generally, it is assumed that the bulk of IS contact will be through the anchor course. But why? Why not coordinate further, having perhaps the more general information presented earlier in the semester via the Anchor Course, and then, as assignments are generated in the Linked Course that require a bit more finesse or direction, re-scheduling the librarian to meet with the students, review general concepts and then tackle the specific assignment? This could be done as a regular class session in the regular class meeting place, or, more potentially useful, meet in the Library's Instruction Lab so that students can continue to immediately apply their skills. This approach will take more planning and coordination among all participants, but should make the entire experience more meaningful for the students. Also, if they only associate their library instruction with one course, they tend to have a harder time transferring the concepts and skills presented and attained into other courses and other semesters. Reinforcement of basic skills is key, but so is the 'across-the-curriculum' philosophy.

[information from this point on in the document was either incorporated elsewhere in the LC Handbook, or was intended to go into an appendix. The appendix was not published; plans for putting the supplemental information on the web has not yet taken place]

Active, ongoing involvement is key; use your IS Liaison as you develop your syllabus, not just as a link to computer/library information, but as a colleague in the teaching process; be sure the IS person is listed in the syllabus and on your website!

University 101 Learning Community sections should coordinate content with their other course and their Information Services liaison. Their sessions could be 'business as usual,' as described here, or something completely different.

We cannot emphasize too strongly the role instructors play, merely by accompanying their students to the sessions. The Univ 101 instructor should plan to interact with the librarian, helping to emphasize points, talk about their own experiences in using libraries, the Internet, etc., and reiterate why library information skills are a crucial part of the academic (and life) experience. Please DO NOT schedule sessions on days you do not plan to attend.

• No library or small school/library
• Card catalog library vs. online environment
• 'Canned' sources of articles
• No understanding of the difference between a magazine article and a journal article, or how to cite them
• Use of online databases but not the ones ISU has
• No concept of why research skills are important
• No opportunity to think of library research as a lengthy process (or a process at all) and that it can be planned/broken into workable pieces
• No skills in taking info and synthesizing information
• Difficulty in determining if the paper is the product, the process is the product, or both
• Bad experiences with library assignments, or librarians, in the past
• Not used to asking for help
• Really believing that 'everything is on the Internet' [especially dangerous are the 'buy a paper' sites]
• No/little motivation to go beyond the classroom; i.e., "I'd like to find out more."

Currently: about 70-75% via freshman composition; some never learn. It is up to the classroom teacher to identify the need. Also, as can be seen from the Freshman Profile (is that what it's called?) students tend to overestimate many skills, including computing and library research. Ask your students to describe their school libraries. Ask them to describe a paper they researched and wrote during their senior year: for what course? How long was it? Where did they look for their resources? How many resources did they use? You will be surprised at the wide range of responses. One thing library sessions can do is equalize the experiences of students in one course, get them to a baseline of shared experiences. Doing research in pairs or groups can also take advantage of the shared skills. The LCPI can also play a strong role in reinforcing the need to acquire new library research skills or adapt skills they already have.

Deakin University Library developed a Library Skills Training Checklist (an edited version follows), recommended Library skills to be acquired by first year on-campus undergraduate students. If you agree that these are important skills, you will have to consciously decide whether they need to be presented within the LC environment. You will have to plan on how to assess whether or not your students have actually attained these skills. Your ISL can assist in developing an assessment tool, project, exercise, and/or test question to ascertain this:
 

General topic	Specific topic	Should be covered in my course	Ideas on how to present and/or assess
Introduction to the Library			(disclaimer: the ideas presented below are typical, but some of them can easily be perceived by students and teachers alike as 'busy work', so only assign them if you are willing to justify them!)
	Locate library collections		Self-directed library tour booklet
	Find out the library hours		Library website; email or print
	Borrow library books and material and understand the loan rules		Self-directed library tour booklet; have students check out a book and bring to class Print a LUIS record screen correctly Email a LUIS record to teacher
	Use the library copiers		Have students add credit to their Sycamore ID cards and copy 1 page of a required item Have students find New York Times for their date of birth and copy first page (microfilm copying)
Basic Research Skills
	Identify a book, a book chapter, and a journal article on a reading list		Have a bibliography as part of your syllabus; go over it in class
	Find relevant dictionaries, encyclopedias and handbooks in the Reference collection		Assign specific questions that can only be answered via PRINT reference resources (no scavenger hunts! Give potential sources as well as questions)
	Write a search strategy/research process for an assignment topic
	How to ask a librarian for help/advice
Library catalog
	Search for a book by title
	Search for a journal by title
	Search by author
	Search by keyword
	Search by date limiting
	Search by type (non-book)
	Search for Reserve E-item
	Access other libraries
Library databases	Select databases to search for material on an assignment topic
	Complete a search on a relevant database to find journal articles for an assignment
	Locate journal articles in the print collection if they are not available online
Library Homepage	Locate the library home page
Internet	How to access an internet site
	How to use Netscape navigation buttons
	Print from a website
	Email a URL
	Email text
	Cite a webpage

Other example of competency lists and assignments can be found on the Library Instruction Information for Teaching Faculty page http://library.indstate.edu/level1.dir/lio.dir/faculty.html

It is increasingly difficult to avoid redundancy in presenting basic library skills to first-year students. Before Univ 101, there was often only the freshman writing course (Eng 105, 107, 108), and we knew that most of the students were getting our information for the first, and often, only time. When the Univ 101 course was established, Library Instruction made a conscious effort to make a difference in course content (you can find the Univ 101 general course content farther along in this chapter). Whether this has been successful or not is not important here; the fact remains that working closely with both the general program goals and objectives and the individual course/teacher continue to be essential to the success of the project. In the future (read fall 2001), this challenge with redundancy will further increase with the incorporation of the Information Technology Literacy course. In the current Univ 101 configuration, students often receive basic information about the Internet, with a focus on library web-based resources. This will become one of the three main content areas in the ITL course. Initially, only a few sections of ITL 100 will be offered, so if Univ 101 content is not changed, few students will receive the same information in both courses. But if, as is the plan, all students take Univ 101 as well as ITL 100, then course content will have to drastically change. While this will not greatly affect the Fall 2000 Univ 101 or Eng writing plans, it is something to keep in mind as you develop your research projects.