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U100 for Faculty

Includes an overview of the Research Assignment and a link to schedule the library visits.

University 100: Overview

To schedule the two library sessions fill out the following U100 Library Instruction Request form. The earlier you fill out the request, the more likely it is you'll get your preferred dates. Length of visits: two full class sessions (75 minutes each), both in the library. Jamie will reconfirm instruction dates, location, and librarian teaching the sessions after you fill out the form. We recommend at least one week between library visits. 

Session 1: 

  • Students must complete the U100 Library Quiz prior to the first library visit. Students are more likely to complete if you assign as homework and award points. After the first visit, the librarian will email you a list of the students that completed the Quiz and their points.  

Session 2:

  • Schedule the second library visit while students are working on their Information Competence assignment. Students (and your librarian) will need to have their specific U100 information competence/ research assignment in hand, as they will be working on it during the visit. Students should know their group members and their general topic. Schedule the due date for the Annotated Bibliography a week or two after the second library visit. 


  • Plan to attend both library sessions with your students.
  • Content of the visits: The hands-on, interactive U100 library visits have a double focus: provide an overview of the many resources available in the library and an introduction to freshman/college level research.
  • U100 Library Guide for Students created by Jamie. If students miss a session or have questions about annotated bibliographies, finding, evaluating, or citing sources please refer them to the guide.


Remember: U100 is not a 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 understand the articles they have chosen.


Other helpful guides:

Fact Checking News: Evaluating information is imperative before using it in your research papers or presentations. Be prepared to fact-check claims that you come across, and pay attention to where the information is coming from. Use the tips on this page to learn how to identify bias as well as how to evaluate news, journal articles and websites.   

Finding & Using Images: Using images can greatly enhance your research, poster, or presentation. However, it can be confusing to know exactly where to find images and if you need permission to legally use it.  This guide has been created to help you find and use images for educational purposes.  It is a starting point to understand basic resources available to help find images using websites and library databases. 

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