Taken from an article by Diane Smith title "Teaming
Up: Faculty, Library, and Student Collabortion"
in the BHCC Journal Teaching for Our Times, Vol. 2, 2000.
Librarian & faculty member review course objectives to begin developing
assignment.*
Step 2: Development
Instructional support materials are created (handouts & Web files).**
Step 3: Implementation
Following class preparation by the course instructor, a two-part (lecture/hands-on)
instruction session is conducted by the librarian.***
/ \
/ \
Step 4: Assessment
/
\ Assessment of all phases
of the resource-based activity by students, course
/
\ instructor, and librarian.****
|/
\|
Learner-centered Activities
Independent activity and
identification of unique contributions to the project
Informal consultation and
feedback from peers and instructors
* a resource based graded assignment which is featured in the syllabus
** designed to address different learning styles & encourage independent
student activity
*** before attending the session, the course instructor presents an overview
of the goals of the assignment and its significance in relation to the
course.
**** Assessment (both formative & summative) is organic, and should
happen throughout the four- step model; however, the process culminates
in the final step for reporting purposes.