The Library Tutorial (SKIL) and Library Workshops
One of the goals of PWR is to introduce first-year students
to the rich resources of the Stanford libraries and to initiate
them into their use. Even for students who come from large affluent
schools with strong libraries, however, the Stanford scene is
intimidating: during focus group meetings with students, for
instance, many reported that they did not even enter Green Library
until they took their PWR classes, and one senior who had never
taken first-year writing admitted to never having been in Green
Library at all.
Fortunately, thanks to our colleagues in Green Library, notably
Malgorzata Schaefer, we now have a new resource: SKIL, a seven-module,
self-paced Library Tutorial developed by the librarians in Green.
SKIL will be linked to the PWR home page; it can also be accessed
through the Library website. Students will complete SKIL in the
context of PWR1, so you will need to decide when your students
will need to do this and schedule it in your syllabus. In addition,
you should schedule time in your syllabus for a library workshop
and for activities that will engage students in using the library.
- For PWR 1, schedule your visit to Green Library after students
have completed SKIL (be sure to incorporate SKIL in your syllabus),
ideally some time before the middle of the term, as the students
begin work on their longer research-based argument. For PWR
2, consider scheduling a workshop early in the term as well
as a tour of another campus research resource;
- Instructors can request a library workshop using the on-line
form at http://www-sul.stanford.edu/depts/green/wkshps/wkshp_reg.html.
Make sure your students complete and turn in focused topic
forms 48 hours prior to your workshop. The more specific you
can be in your request in providing information about the work
your students are doing and what you want the class to work
on during the visit, the more valuable your visit will be;
- Follow up on the library workshop with at least one or two
library exercises, examples of which are available in the PWR
Resource Library;
- Insist that your students work regularly in at least one
library and that they rely on print as well as non-print sources.
Evaluating online sources is a tricky business, and students
are all too likely to accept what they find on the Net at face
value. You may, therefore, want to spend some time in class
talking about how to evaluate electronic sources (the handbook
your students are using probably includes good advice and assistance
with this problem; also consult the online guides for evaluating
web sources available through the PWR website);
- Remember to thank the librarians who assist you and your
class, either with an email message or a card that your class
signs and sends. Also, ask your students to complete workshop
evaluation forms provided by the library.
