A librarian emailed me to ask what I teach when I teach seniors who are starting to write their senior theses. I realized that I haven’t written some of this here, yet, so here’s my answer to that librarian only slightly edited. The pre-thesis session changes a bit every time because I start it with time
Two students have come to me in the last week saying that they listened and understood while taught how to navigate the MLA International Bibliography, but then when they tried it themselves, nothing seemed to work. This tells me two things. First, MLA is hard. Second, I’m teaching it wrong. There are caveats, of course.
Every fall, the helpdesk student supervisor and I lead “refresher training” for the IT helpdesk student workers who have shifts at the Research/IT desk in the library. Usually this consists of the two of us talking to the student workers about responsibilities and rules and then helping them figure out the ever-vexing microfilm reader/scanners. Again.
At the end of most of my instruction sessions now I ask students to do a combination Metacognitive Exercise and assessment form that consists of three questions: What is one thing you learned that was new and/or helpful? What is one thing that is still confusing or that you would still like to know about?