Making lasting impressions in 10 minutes or less

 Located in the historic Millyard of Manchester  Student total: Just under 1,500 students  Faculty/Staff Snapshot *No. Full-time Faculty:39 *No. Part-time Faculty: 85 *No. of Staff: 61 *Average student: faculty ratio 13:1  Library Snapshot *Three instruction librarians *120+ library research classes taught a year

Develop a First Year Writing lesson plan that incorporates four critical elements: 1. learner-centered; 2. inquiry-based; 3. hands on; 4. in-context to the assignment at hand

Class time is a workshop in which students research their topics in a variety of library databases and walk away from the session with useful sources in hand. A key element is that students get a head start on their research paper.

Librarians work with faculty members to ensure that the instruction session is given in context and that students have decided upon their paper topics before attending the class.

You are: First Year Writing students Your assignment is: Argument research paper Your topic is: How can schools reduce online bullying by students?

 “It was very helpful in finding sources, also learning about the various ways of finding research” -Student, Oct  “This was very helpful! I'm glad we went through it, I got a lot of sources for my paper. Rachel was very helpful and informative.” –Student, Sept  “I learned how to search for things relating to my topic, and minimize the amount of data so that I do not get overwhelmed with information.” –Student, Oct  “I really enjoyed the stations, maybe next time have us stay at one computer to do all of them, I wish I had more time and if we didn't move we would have.” –Student, Oct  “It would be helpful rather than having us move from computer to computer, just have us click down a set of links. That way we could keep an window open in order to send stuff to ourselves as we found it” –Student, Sept  “I found today's library instruction very helpful, and now with the new useful information I have learned today, I will be able to successfully locate books and articles, which I was clueless to, previous.” –Student, Dec  “I liked how we went through the different types of sources. And the use of the bell.” –Student, Dec 2010  “I liked that we were able to have some time for ourselves, but the time was limited. I wish we could have been able to research by ourselves for a little longer.” –Student, Dec 2010

 “This is effective and relevant. Students can learn new ways to research their topics quickly and can put the new learning to use almost immediately. They are more inclined to pay attention to the lesson when they have something at stake: the research they are required to do for the composition they are required to write.” –Faculty member, Oct 2011  “It's great to have a professional librarian demonstrate the different databases and talk students to any problems they run into. I find students reluctant to move beyond Google searches, and the more familiarity they have with these databases, the better for the quality of work they can produce.” - Faculty member, Oct 2011

Rachel Blair Vogt Reference & Instruction Librarian UNH Manchester Carolyn Gamtso Reference & Instruction Librarian UNH Manchester