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  • Assume students have minimal library knowledge (unless you know differently).
  • Review the course syllabus and assignments to ensure that your session is directly relevant to student needs.
  • Make sure the activity has a goal and that the students understand this goal.
  • Provide any necessary structure or directions in writing.
  • Have students work in groups or pairs.
  • If possible, have sequential activities build on the last skill learned.
  • Review the activity with your students and discuss how these skills are relevant to the larger research process and/or how these skills are transferable.



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101 East 21st St.
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Phone: (512) 495-4250

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