So I assigned a short annotated bibliography. I know, this is old-school me assign/they do format that we are trying to avoid, but I am so glad that I am requiring this particular mini-assignment. The annotated bibliography is due Friday, and we met today in the library to do research. Keep in mind that this is a 200-level course and most of the students are Sophomores. About halfway through the class, one of the students came up to me and asked if she was able to check out a book and if so, how to go about doing it.
Oh dear. This lead to some very interesting conversations on Twitter about how my experience is not unique.
In each of my classes I stress how important it is to physically go to the library to do their research. I also mention that their tuition pays the salary of the reference librarians who are there to help them do their research more efficiently and effectively. In the same way that I am a "trained" expert and thus hired to be their teacher, the reference librarians all have Master's degrees in Library Science; they are also "trained" experts hired to help us do research. Their jobs, their raison d'etre is to help you do research. Why else do you a) get a Master's in Library Science and b) go work at a primarily undergraduate university library?
But it also brings up a larger issue that I have been struggling with all semester with my peer-driven classes: how much can I "force" or require them to do? How do I find a balance between what they want to do versus what I know they need to (or at the very least should) do? The annotated bibliography was not their idea, but when I introduced the requirements for the essay, they were dumbfounded. Multiple sources? Across disciplines? Research? The library?
When I typically assign annotated bibliographies, I ask for one book, two peer-reviewed articles, and then two other sources of any type. I expect a very brief (1-3 sentence) summary of their source and then a brief description of how they will use the source in their paper. I think in a class of less-than-motivated students, this can be an effective tool to help them refine their topic and start to move in the right direction. And I'm curious to see how much guidance my other peer-driven class is going to need when we get to that stage later in the semester (they wanted to save theirs for last).
Needless to say, it was an eye-opening experience today, having students unable to find books on the shelves or know that the books could be checked out. But, like I expect my students to do, I learn and I adapt. And I readjust my expectations.