Are understandable to students

• Have a clear purpose related to course goals; tell students why they are doing the assignment
• Are given in writing rather than just orally
• Specify the source materials that are acceptable for use (print/electronic; journals/books/websites), but do not require a specific number of each type
• Take into consideration students’ existing knowledge of information

Avoid jargon and ambiguous terminology

• Define what you mean by web source: differentiate between the free web and library databases
• Define terms such as “peer reviewed” or “scholarly article”
• Differentiate between journals and magazines
• Define what primary versus secondary sources mean in your discipline

Focus on increasing information literacy

• Are NOT simple scavenger hunts
• Focus on understanding the process of finding information
• Focus on evaluating information, including websites

Are previewed by your college’s subject liaison librarian

• Recognize that information sources are constantly changing; your librarian can help you find the most current information
• Consider asking the librarian to speak to your class about resources for the assignment

Include a handout with library information (your liaison librarian may be able to help with this)

• Consider including specific database suggestions
• Direct students to an appropriate style guide or citation site like The Owl
• Provide contact information for the library or your college’s subject liaison librarian