ABSTRACT
The inadequacies of the traditional term paper are well-known to reference and instruction librarians. Term papers often fail to develop appropriate and mature research habits in undergraduates. Unless carefully monitored by teaching faculty, students procrastinate, do not formulate appropriate search strategies, fail to think critically about library sources consulted, and, in some cases, engage in academic dishonesty. Librarians can offer teaching faculty alternative assignments to the traditional term paper, assignments that encourage better use of library materials, stimulate student interest, develop a more holistic perspective on the artificial divisions of academia, and perhaps most important, facilitate growth in critical thinking.
Robert Ennis’ critical thinking goals are offered as a foundation for planning alternative library assignments—goals that include such behaviors as focussing on an issue, analyzing arguments, asking clarifying questions, evaluating reliability of sources, and examining assumptions. Alternative library assignments should be designed with these overarching goals in mind, so that students are challenged to grow intellectually. Library assignments that encourage critical thinking will foster multiple perspectives on “real world” issues, increased awareness of the assumptions used by various academic disciplines, and a questioning, thoughtful attitude toward printed information. Librarians who develop such assignments will contribute greatly to the current movement to revitalize undergraduate education.
