Research Workshops

Library workshops help researchers conquer information overload.  Give us a class period, and we'll show your students how to find better sources.  Our classes are designed to support  course objectives and student assignments. We can help you help your students become information literate (see our Information Literacy site).

Workshops are usually 50-90 minutes long and emphasize search methodology and critical thinking. They include hands-on use of materials and computers as much as possible. We can create course-specific guides if we have enough notice. We also run workshops on research tools such as Zotero.

Ask us for a research workshop!  Just ask your Library Liaison for more information.

For regularly scheduled technology workshops, see the ITS On-Campus Workshops page (go-shortcut: go/techworkshops).

Faculty Feedback

At the end of each semester, we submit a very brief survey to all faculty who have requested a research workshop from librarians. Here are some of the comments we've received since 2013.

  • "The librarians were partners in instruction and students felt empowered to call upon the librarians."
  • "Students commented at the end of the semester how great it was to have the librarian give the three workshops for this course. They learned a lot and applied what they learned not only to the FYSE but to their other courses as well."
  • "My courses continue to benefit greatly from the library research workshops, and thanks for continuing to seek and abide to the needs specific to one course. It is much appreciated!"
  • "[The librarian] is very sensitive to what I request and to what my students need . . . and makes herself available to help students after the workshop.”
  • "This course had two library workshops . . . . Both workshops were the most successful ones ever in teaching this course."
  • “My students learned a lot and one of them mentioned the workshop specifically (and positively) in her course evaluation.”
  • "I had several more students than usual pursuing research topics for their final papers . . .  and most of them were much more confident in looking for material on their topics than I would otherwise have expected in a bunch of first years!"
  • “[The librarian] was warm, funny, and engaging--the interactive tasks she set students to made them work and [think]. I've had students do better, more informed research in the seminar than any other I have taught.”
  • “[The librarian] … delivered exactly what she and I determined my first year students needed.”
  • "I've learned how important it is to link a research workshop to a specific assignment."

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