Title: Library Usage Scenario: Sarah
Source: IUB Libraries
Last modified: February 28, 2006
Summary: In order to support research for assigned papers within a 300 level
history class it is necessary for the instructor to request a course specific library
resource pages within the class workspace.
Scenario
Context: Sarah is taking J300, a history class called Foreign Relations in the
American Century. She is assigned to write a 15-20 page research paper using both
primary and secondary resources. To complete the assignment she will need to use
print, digitally created, and licensed electronic resources.
Users: Instructor (Nick), subject librarians (Celestina and Lou), student (Sarah)
Instructor’s view: Nick’s administrative interface includes a list of options for
library research support. The list includes “Reference Services” and “Class Research
Guide”. Nick checks the box for these two options which 1) enables the subject
librarian’s IM Reference Hours and username to appear on the “Resources” section of
the site and 2) initiates a request for a course specific research guide. Because Nick’s
class is offered through the history department the librarian for History, Celestina, is
contacted. Celestina communicates with Nick and he explains parameters of the
research paper assignment and his expectations. Within in a week, a course specific
research guide (a class page) appears on the library resources tool for this course.
Librarian’s view: Celestina works with Lou, the Government Documents Librarian
to development a class page using the library content management system template.
This template enables Lou and Celestina to collaborate and develop the page
together. They are able to select the best subscription resources and free sites to
include in the guide. They write original text to guide students through the research
process for the course assignment and they include pre-written bits of instructional
text such as tips on identifying scholarly sources and citing sources. Based on the
requirements of the assignment, the librarians select the following for the class
page:
 The creation of predetermined searches across relevant databases and
catalogs
 Recommendations on the “best” or most relevant licensed databases that the
library has, in this case America: History and Life, Worldwide Political Science
Abstracts, Politics and International Relations: A Sage Collection; Historical
Washington Post and more.
 Images from AP Photo Archive;
 Links to primary government information including Digital National Security
Archive, Lexis/Nexis Congressional, Foreign Relations of the U.S. Primary
Sources in U.S. History
 Links to assignment related instructional guides or tutorials on topics such as
evaluating information sources, avoiding plagiarism or citing online sources,
identifying best search terms, etc.
 Access to help via e-mail or real-time chat services.
Student’s view: Sarah logs into Sakai and clicks on the tool link called Class
Research Guide. The guide describes the process that Sarah will follow to collect the
best information resources for the paper. The guide will describe some basic search
strategies and it will explain how to evaluate and select the best sources to meet the
requirements of the assignment. Sarah easily accesses all of the licensed resources
because authentication is passed upon logging into Sakai. Using the library
resources page, Sarah locates and uses information sources selected based on the
parameters of the assignment by her instructor and subject librarians. Sarah finds
several citations for her paper and uses the citation guides. She contacts Celestina
via IM during her evening reference hours to ask a question about finding a specific
print resource in the library.
Assumptions:
1. The libraries system must be able to pass course parameters that identify
classes by campus, department, course, and section.
2. The libraries must organize and label each research guide in such a way to
communicate with Sakai.
3. Sakai must be able to generate a notice to the librarian for each department
or school.
4. If a class specific library page already exists it should automatically appear
within the course page.
Issues:
1. Librarians must have a process in place to create the guides on demand.