1. DO work with a librarian to develop an assignment that is meaningful to your students and derives from your stated learning goals. Librarians can make sure an assignment will work and can help get rid of the bugs in an assignment.
2. Make sure the library resources can support the assignment.
3. Recognize that students need to learn to engage with materials on a deeper level than they have been taught in high school. So, at least for beginning students, taking a "less is more" approach will help them learn this practice. For example, instead of requiring the use of five resources, why not ask them to use the best two?
4. Teach students how to determine what a manageable topic looks like. Students tend to come up with a topic before having done the necessary reading, and it's only after they have spent considerable time on an unweildy topic that they realize the need to step back and determine whether the topic is really appropriate.
5. Use library guides whenever possible, since the goal of most assignments should be integrally related to the overall course goals and *not* "library skills/information literacy" per se. Librarians can create guides geared specifically for your class and its assignments.
1. DON'T assign an old assignment without making sure it's updated.
2. Don't assume students all have the same skill level or assume they all know what they're doing.
3. Don't use a scavenger hunts unless it is integral to a research methodology you are teaching.