Some advice to teaching faculty: really think about your assignments before you assign them. I know you think you do. And some of you do. You really do. But many of you don't. Think about how they will affect other people, like librarians.
If you assign a research topic or a research paper, make sure the library has the resources you need. Make no assumptions. Because what will happen? Both your students and the librarians helping your students will get frustrated. And angry. And will say nasty things behind your back. And when the librarian calls you to ask questions about the assignment (Do they have to only use these sources? Did you know we don't have cumulative indexes for these resources?) don't say, "Well, really I want them to become familiar with the process, because it's the process that is important and they need to know what is involved with research." No, it isn't, and no, they don't. Why? Because if they are using old print indexes that are confusing, complicated, and lead nowhere, they will get frustrated and there is a chance they won't come back. They do need to know what is involved with research, but they need to know things that are relevant to them, not what was relevant to you when you were in school. This isn't a hazing process. And unless they are history majors or grad students, they won't be digging through old print indexes and whatnot. What is important is that they become familiar with the resources they will use, with the databases, with keyword searching, with advance searching, with the library catalog. This is what they need to know. And for the love of all that is holy, do not assign them a treasure hunt. It doesn't teach them anything.
And if you are a librarian or some other sort of information professional and you assign an assignment that sends your students on a wild goose chase, and it is obvious you haven't done the assignment or even looked at the resources you are asking your students to use? Shame on you.
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