Traditional models of research are changing. At a time when extraordinary amounts of information are at our fingertips, the challenge is to create research assignments that will give your students the critical thinking skills they need now and will continue to need as they navigate a deceptively simple-looking, yet increasingly complex information environment.

The following list highlights a handful of things to think about when developing research assignments:

• Don't assume your students know how to use the library, particularly a complex academic library system like UNC's. Even if they tell you they've had library instruction, realize that it may not translate into the skills or knowledge they need to complete your assignment. You can use simple exercises such as providing your students with a citation and asking them how they would find the actual material to guage at what point they may be. Even if you don't have a full-fledged library instruction session, you can invite a librarian to visit your class to update them on changes that may effect their research and to review basic skills or new resources.

• Be sure to explain the assignment clearly, preferably in writing.

• Be sure your assignment matches your instructional objectives. If you want students to know how to find scholarly journal articles on a topic, sending them on a scavenger hunt for interesting but obscure facts won't give them those skills. Students learn best when they have a specific assignment for which to apply library resources and skills. We are happy to help you design a "hands-on" activity that matches your instructional objectives. Don't hesitate to contact us.

• Be sure the libraries have the resources your students will need to successfully complete the assignment. Don't hesitate to check with us, especially if you think your students could choose topics that are outside your area of expertise.

• Try not to place arbitrary restrictions on the information resources your students can use. If you want them to learn how to use print or microfilm sources, construct an assignment that gives them a legitimate reason for using those formats. Forcing students to use a particular format for the sake of the format doesn't make sense to students and tends to be a lesson they resent rather than appreciate. Likewise, don't restrict students to the use of a particular index or database, unless you have a specific goal in mind and are sure that it is the best source for the information they need.

• Review what your students learned in the library session in subsequent classes. Keeping the library workshop fresh in students' minds may help them remember how to use databases, what information they need when citing electronic articles, and the differences between general web pages and online library resources.

• Remember that we are always happy to help. We can consult with you as you develop your assigment, tailor a library instruction session or web-based tutorial to your specific needs. Please contact us if you have any questions.