Information literacy--the ability to access, evaluate, and use information--is a new concept for many developmental students. Many instructors have found these suggestions helpful in planning research activities for their prep classes:

1. Encourage students to think of you as their primary resource for learning about information literacy.

Because you have already developed a relationship with your students, you are the ideal person to introduce them to the library, the World Wide Web, and the critical-thinking skills necessary for effective research. Many resources are available to help you, including information about various resources and the expertise of library and TLCC personnel.

2. Make research activities relevant to prep students.

Students do their best learning when they can connect new information to what they already know. Research activities should be related to topics familiar and interesting to your students. Don't start talking about databases and search engines until your students understand what information is and why it's important to them.

3. Present new material in small chunks.

Many people (not just developmental students) find it hard to process large amounts of new information. Avoid lengthy presentations about library resources--students are likely to be overwhelmed, and they'll retain little of the information that's presented.
When you plan your lessons, allow students time to absorb, comprehend, and mentally file what they're hearing. Five to seven minutes should probably be the maximum length of an oral presentation about a database, library skill, or research concept.

4. Incorporate a variety of learning activities into your lesson plan.

Student learning increases when you make frequent switches between lecture mode and group discussions, hands-on practice, and collaborative activities.

5. Design an effective overall plan to teach information literacy.

Competent research involves much more than typing search words onto a computer screen. Lesson plans should be interconnected and sequential, helping students learn, a step at a time, why information is important, how to find it, and how to use it.
Avoid scavenger hunts, lengthy library orientations, and assignments that focus on finding isolated facts: Strive instead to give students a broad understanding of information literacy and the research process.
If you're teaching College Prep College Success, the topic outline features a step-by-step, semester-long plan for teaching information literacy.

6. Conduct as many activities in your regular classroom as possible.

The familiar classroom setting--especially if you're using collaborative groups--is the ideal place for students to learn about information literacy. You and your students need to talk about information, and your classroom is the best place to do that. You won't have to worry about disturbing other library users, and students can see and hear you easily as you present information and answer their questions.

Multimedia equipment is available for demonstrations in most PCC classrooms. Call the TLCC (297-1033 WH or 297-1044 LK) if you need assistance during a presentation. You can show students how to use the PCC Library website and have them practice during your regular class.

7. Reserve a computer classroom or take a small group into the TLCC for research practice.

A computer classroom is an excellent place for students to explore PCC's library website and resources on the World Wide Web. (Email Sharon Bevis to reserve a computer classroom.) You'll have plenty of computers available, and you can talk freely without worrying about disturbing library users.

The TLCCs are another good choice if you have a small group of students.) Check first. (297-1033 WH, 297-1044 LK).

Often a librarian or TLCC staff member is available to help with the instruction: Call the library (297-1040 WH or 297-1042 LK) or Courtlann Dixon (X 5301 and 6267).

8. Help students make friends with PCC's librarians.

PCC's librarians all share the same mission--helping students, staff, and faculty find the information they want. Long-time faculty agree that our librarians are friendly, approachable, and knowledgeable. These suggestions can help you foster warm relationships between librarians and your students:

a) Invite a librarian to your classroom to talk informally to your students.

b) Involve the library as you're making your information literacy lesson plans and assignments. Later, when your students come to the library for help, librarians will understand your objectives and be ready to help.

c) Fill out a library reservation form well before you bring a class to the library. The staff will ensure that a librarian is there to help you and that computers will be available.

d) Prepare students thoroughly before the library visit. Consider having them practice search activities in a computer classroom or the TLCC. Librarians are busy multi-taskers who may not have time to explain every skill to every student.

Remember that the person doing the talking is the person doing the learning: Students benefit from collaboration and hands-on practice in small groups. Passively listening to a teacher or librarian talk for an hour about research doesn't usually work as well for prep students.

8. Encourage students to take pride in their research skills.

Identify students with basic research skills--finding a book in LINCC, for example--and ask them to teach others in your class. You can also try taking one student from each group to the library with you to learn a specific skill, which they can then teach other members of their groups. (The TLCC's are ideal for this activity.) Student-to-student instruction builds confidence, saves you time and energy, and frees you to troubleshoot and work with anyone who needs extra help.

9. Get to know PCC's library and staff.

You can explore the library website from any computer with Internet access. The website offers you access to an amazing range of resources, many of them specifically designed for faculty (click on the Faculty Resources link after you reach the library website.)

PCC's librarians are eager to collaborate with faculty, especially those teaching prep courses. They appreciate having time to prepare, and they can help you design activities for your students.

10. Have fun.

If you enjoy learning and like to browse in the library and on the World Wide Web, students will catch your enthusiasm.

11. Collaborate.

PCC English faculty and librarians are happy to share what they know--and to learn from your ideas and experiences. Informal conversations, newsletter submissions, email and phone calls help bring everyone together in a successful collaboration. Get to know as many adjuncts and full-time faculty as you can: Everyone--including PCC and our students--will benefit.

PCC Information Literacy Resources

PCC phone extensions:

Winter Haven Library: 297-1040 (EXT 5040)
Lakeland Library: 297-1042 (EXT 5042)
Winter Haven TLCC: 297-1033 (EXT 5033)
Lakeland TLCC: 297-1044 (EXT 5044)
Courtlann Dixon: EXT 5301 and 6267

PCC Websites:

PCC Library: www.polk.edu/it/library.html
PCC TLCC's: www.polk.edu/it/tlcc/index.htm