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Sylvia and all, My own situation is very different from what you describe (community college library, much smaller classes, etc.) but one thing I've found to be tried and true in engaging freshmen is to develop sample searches that are not typical research topics. I think students get bored quickly by what they perceive as "standard" research examples. It's not the methods that they are bored with--after all, community college students are just beginning to understand the research process at all--but the idea that research can only be about certain kinds of things. My two current favorite topics are *heavy metal music* and *recycling sewage *. Heavy metal music has all kinds of interesting vectors (history, stylistic influences, issues of violence, US military, globalism, etc.) and there is a surprising wealth of published research. Recycling sewage has the "gross-out factor" that gets students really wanting to know exactly what is in that groovy, refillable, stainless bottle .... There are legal, business, biological, environmental, and psychological angles to explore. Oh, and it's gross! Other topics I've used in the past are *Facebook and privacy*, *breast feeding*, and* tattoos*. I do a simple concept mapping exercise with the class to show them how each topic might be developed and then sample searches in two different research databases so they can compare the types of results. Faculty tell me that students talk about the Library session long after it's over and that they are much more motivated to pursue topics that they really matter to them. In the process, they learn how to do Library research. Claire Claire Dannenbaum [log in to unmask] http://ephemerarium.wordpress.com/ On Mon, Aug 1, 2011 at 3:34 PM, Work <[log in to unmask]> wrote: > Hi All, > > I have been wrestling with an effective method of providing library > instruction to our mandatory Freshman Seminar class - 140 students. In the > past it has always been that the librarian visits the class and talks about > the library in a very generic fashion. I followed this model last year (my > first year at Montserrat) and found it very lacking and repetative since I > also visit the Art History and English classes. I have made numerous > suggestions for different approaches to library instruction for this class > but they have all been shot down by the faculty who teach the freshman > course. > > Does anyone have any ideas for how to best engage 140 freshman and resist > the 'this is how it has always been done' inertia? > > How do you teach your intro. courses? > > Cheers, > > Sylvia > > Sent from my iPhone > > > ~~~~~~~~~~~~~~~~~~~~~~ > Mail submissions to [log in to unmask] For information about joining > ARLIS/NA see: http://www.arlisna.org/join.**html<http://www.arlisna.org/join.html>Send administrative matters (file requests, subscription requests, etc) to > [log in to unmask] ARLIS-L Archives and subscription maintenance: > http://lsv.arlisna.org Questions may be addressed to list owner (Judy > Dyki) at: [log in to unmask] > ~~~~~~~~~~~~~~~~~~~~~~ > ~~~~~~~~~~~~~~~~~~~~~~ Mail submissions to [log in to unmask] For information about joining ARLIS/NA see: http://www.arlisna.org/join.html Send administrative matters (file requests, subscription requests, etc) to [log in to unmask] ARLIS-L Archives and subscription maintenance: http://lsv.arlisna.org Questions may be addressed to list owner (Judy Dyki) at: [log in to unmask] ~~~~~~~~~~~~~~~~~~~~~~