U100 for Faculty

(Exact same info is located in 2025/2026 U100 Instructor Manual) 

Please read through - major updates this year!

Presentation length: Two 75-minute sessions

Scheduling & contact information: Students need to be working on the Information Competence Assignment during both library visits. They should know about the assignment, be in groups (if needed), and have research topics before session one. Pro-tip! The due date for the annotated bibliography should be at least a week or two after the second library session.

Fill out the following U100 Library Instruction Request Form to request the library sessions. The earlier you submit your request, the more likely it is you will get your preferred date. Jamie Johnson (Research & Instruction Librarian) will confirm instruction dates, location, and librarian teaching the sessions after you complete the form.

Presentation location: All sessions will take place inside the library. Have your students meet you in the assigned lab in the library. Please do not meet them at your classroom and walk over to the library with them.

Description & format of session(s): 

Pre-Library Tutorial (Canvas U100 Library Module)

SLO: students will learn about the University Library services and resources available for CSUN students. 

Students must self-enroll into the Library Student Research Toolkit and complete the U100 library module. At the end of the module, students will fill out a Google form as proof of completion. Students must complete the tutorial prior to the first library session which should take approximately 30-45 minutes. Instructors will be emailed the list of students that complete the tutorial (If your student shows you a badge as proof of completion, it means they chose the wrong module). We suggest assigning points to encourage students to complete it. Student instructions to complete the module can be found in this document: https://mycsun.box.com/s/5jywlkngdtqbvrcwb163okvbbfsxearr 

In-person Sessions 

Schedule two in-person library sessions. During these sessions, students will be given an introduction to college level research and learn how to evaluate information. We will review their Information Competence Assignment, create a search strategy (topic development) and be provided information about how to complete an annotated bibliography and citation help. MLA 9th and APA 7th edition citation guidelines and resources will be available for your students. 

Information Competence Assignment: Sample assignments are available in the U100 Library Faculty Guide. Feel free to edit to make fit your course needs or create your own! 

Prior to the first session, students (and your librarian) will need to have their specific U100 Information Competence Assignment on hand. Students should know their group members (if you are proceeding with groups) and their general topic/subtopic.

Timeline of U100 Library Sessions:  

• Summer: Fill out the library request form and schedule the library sessions. 
• Fall semester begins
  • Assign the Library Canvas Module to be completed before the first library session.
  • Review the Information Competence Assignment with your students. Assign/form students into groups AND choose topics.
  • Library Session 1: students will learn how to use OneSearch to look for resources for their IC assignment and have time in class to work. At the end of the session, we will be asking students to find a source or two by the next library visit. Please encourage students to bring sources to session 2 so we can start working on their IC Assignment. 
  • Library Session 2: students will learn how to evaluate the sources they found, making sure they are credible and good sources for this assignment. They will have time in class to start working on their Annotated Bibliographies (or equivalent assignment) - citing their source and formatting the paper. 
  • Annotated bibliography (or equivalent) due date a week or two after library session 2.

Remember: U100 is not an intense research course. The library sessions and the information competence project aim to provide a gentle introduction to research at the University level. Very few students will understand a traditional peer-reviewed article, and requiring them to use one may in fact be detrimental to their understanding of doing research and learning how to incorporate it into their own projects. For example, Time magazine can be a fine work to cite on a freshman annotated bibliography. The goal is to ensure that your students read and understand the articles they have chosen.