<--back to Model Writing Program Library Instruction Sessions:

Purpose and Background

The Instruction Team* has prepared these two outlines in response to Kerry Walk's request for a description of ideal content for two 80-minute library instruction sessions that could be incorporated into the syllabus of any writing seminar.   Ever since she arrived four years ago, Kerry has wanted all writing teachers to include such instruction, presented by a librarian, and feels that if we can suggest actual “best practice” points we would cover, our collaboration with her teachers will be more fruitful and there would be more consistency in what students learn.   As you read these outlines, please realize

•  The topics, and the order of their presentation, cover the basic library research concepts and skills that Instruction Team members believe all Princeton freshmen should master.   These outlines are NOT intended for any other group or for any courses other than the writing seminars.

•  The topics correlate with both the Learning Objectives for Writing Seminar Library Sessions and the Checklist of Library Skills for Writing Program Students (both attached).   All these documents are the result of extensive and lively discussions by Instruction Team members and reflect their own practical instruction experiences with writing seminars.

•  The models are intended to be FLEXIBLE. Issues such as final content, scheduling and spacing of library instruction sessions, actual length of those sessions, location of group instruction, methods of presentation, choice of examples, in-class exercises, and reinforcing pre-draft assignments will always need to be negotiated with the individual writing instructor.

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*   Steve Adams, Kevin Barry, Laurel Bliss, Elana Broch, Mary Chaikin, Louise Deis, Robin Dunham, Dan Edelstein, Mary George, John Hernandez (chair), Linda Oppenheim, Meg Rich, Audrey Wright.