library assignments

How to Design a Library Research Assignment

• Critical Thinking

Information Literacy Sample Assignments

• Guidelines for an Effective Assignment

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These assignments draw upon elements of critical thinking. They are easily adapted to many subjects.   1. Outline a Research Paper. Students plan and perform research, without actually writing a paper. Tasks include developing a research question, providing an annotated bibliography of sources, and writing an introduction, thesis statement, and conclusion. May be used as a stand-alone assignment, or as preparation for a research project.   2. Compare Search Results Between a Free Search Engine and a Library Database. Helps students appreciate the differences between the information found on the "free" Web available through search engines such as Google, and information found in subscription periodical databases such as EBSCO’s Academic Search Ultimate .   3. Critique Wikipedia. Requires students to provide in-depth criticism and analysis of a Wikipedia article. Students examine the bibliography of the Wikipedia entry to see how well it supports the entry itself, and then perform their own research to see if other sources either corroborate or dispute the claims made in the Wikipedia entry. This assignment addresses students’ research and critical analysis skills.   4. Examine Bias. Raises awareness of media bias and employs database research skills. Students locate and cite one article from a conservative publication, and another on the same topic from a liberal publication. Students then compare, contrast and evaluate the two articles.   5. Evaluate Scholarly Research. Students find two journal articles on the same topic, and, in a short paper, compare, contrast and evaluate the two articles according to the quality of their research. This assignment helps sharpen students' skills of critical evaluation, and helps them appreciate the importance of good research.   6. Write a Letter to the Editor. Teaches writing, critical thinking, and research skills. Without doing any research, students write a letter in which they take a position on a contemporary issue. Students then share letters with their classmates, with whom they give and receive feedback on ways that the letter could be substantiated and improved. Students then develop a short research paper from the letter. Adapted and used with permission from St. John’s University Libraries.

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• Last Updated: Sep 18, 2023 8:58 AM
• URL: https://eiu.libguides.com/critassgn

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Effective Assignments

An effective library assignment has a specific, understood purpose. It relates to some aspect of the course subject matter or learning objectives. It will lead to increased understanding of the subject and the process of locating information related to the subject. Working together, instructors and librarians can develop assignments that are beneficial to students and build strong information literacy skills. ( What is information literacy? )

Examples of Effective Library Assignments

• Information Literacy Prompts & Suggested Activities   (UNCW Randall Library)
• Information Literacy Faculty Fellows Projects (UNCW Randall Library)
• Framework for Information Literacy Sandbox (Association of College & Research Libraries)
• Community of Online Research Assignments
• CARLI Toolkit (Consortium of Academic and Research Libraries in Illinois)
• Activity Ideas (Pacific Lutheran University)

1. Help Students Determine Their Information Needs

Many college students struggle with identifying an appropriate scope for their research and with matching their research strategies to the needs of their work or project . By spending time on determining their information needs, students can begin to see both when a focus is too broad or too narrow, and how to target their research efforts toward relevant information, rather than whatever appears first.

As expert researchers, we often determine our needs without necessarily writing them down.  Through our training, we make decisions and choices through an implicit process. By guiding students through this process—sharing what may be implied in a more explicit, transparent way— you can help them improve their own research process, gain insight into their thought process, and provide targeted feedback as needed. Students are eager to hear how experts do their work and sharing your methods can serve as a model for students to use as they develop their own expertise.

Small Changes

• Use phrases like “gathering sources” or “curating a list of sources” instead of “finding sources.”
• How did you become interested in that particular area of inquiry, and what helped shape your focus?
• How do you get started on a new project and what strategies are helpful for you?
• What happens when you reach a dead end?
• Build in more than one opportunity to explore potential sources, so students have time to read and learn from a few sources before identifying additional information needs. Consider incorporating sources that offer background information (such as book chapters) to complement more narrowly scoped sources (such as peer-reviewed articles).
• Instead of assigning an annotated bibliography, ask students to develop an evaluative bibliography that explains why they selected each source, what they learned, and how they might incorporate that source into their own work.
• Allowing students to choose their own topics can encourage creative exploration but may also be overwhelming to novice researchers. Consider workshopping topics during class time to help students develop an appropriate scope of inquiry.
• Make your library instruction session meaningful by scheduling it when students are beginning their work.
• “How College Students Evaluate and Use Information in the Digital Age," from Project Information Literacy
• " Research Skill Development Framework ," from The University of Adelaide

2. Facilitate Students' Ability to Learn From Sources

Locating relevant sources is only one step of the research process, but for many students, it’s the end goal. By shifting the focus away from sources as merely containers of information, the act of locating sources is reframed as one step in a process that changes constantly as more information is gathered and as you learn more about what you are writing. To the seasoned researcher, a source of information will provide details about the context in which the source was created, the process through which it was created, and whether the source is relevant to their work. In the eyes of students, however, most sources are created alike, and their relevance is determined only by whether or not they are academic or scholarly.

Although the process of learning from sources will vary from person to person and from situation to situation, situating a source of information within a certain context and disciplinary practice can provide the student a lens through which they’ll be able to see their own research. By focusing on learning from sources, rather than on just finding them, you can help encourage your students to think critically about which sources they are incorporating into their work and why those particular sources matter to their project

• Instead of talking about “using” sources, discuss how students can “learn from” sources or “incorporate” sources into their own work. Consider using examples from your own practice and research to facilitate this discussion.
• Adopt the  Transparent Assignment Template  to help you clearly communicate the goals and tasks associated with any activity/assignment.
• Describe the process of how you (as the instructor) chose the course materials. Why was a particular work or creator chosen? How does this work fit into the broader context of your discipline?
• For example, why might reading peer-reviewed research studies be necessary for this project?
• Talk with students about who gets to be part of the scholarly conversation(s) in your discipline, and who is left out. (For example, women in STEM or #BlackintheIvory)
• Discuss with your students the potential impact of one’s assumptions and biases on the research process. (For example, students may go into a project seeking to support one specific viewpoint rather than being open to multiple perspectives.)
• Encourage students to recognize that while research is often conducted by individuals, that work relies on the work of others, and may also inform the work of future researchers.
• Transparency in Teaching and Learning (TILT) Project Information

3. Encourage Strong Research Habits in Students

When talking about locating sources for an assignment, students often remain task-oriented and focus on “finding” rather than on learning . Students may already know how to search for information but are unable to apply what they already know into a new context. In other words, students need guidance with framing research questions, seeing patterns in the literature, weighing the relevance of evidence, and identifying the gaps in their research.

Similarly, assignments may sometimes fall into a similar trap. When we ask students to find a certain number of sources, we are signaling that what matters is the number of sources. Focusing on the process (learning from their sources, for example) rather than on the outputs or products will help shift the focus of the assignment and align it closer to the learning outcomes of a course or program. By making a few small changes, you can help students learn transferable research practices and develop new habits of mind and ways of thinking.

• Model good behavior by always giving students complete and accurate citations to sources you wish them to use. For assistance, contact a librarian at  lib.uncw.edu/ask . 
• Use phrases like “exploring resources” instead of “finding sources” in order to shift the focus toward building understanding throughout the research process. This shift in language will also help to emphasize that research is iterative and not something that happens just before writing an essay.
• Avoid the reification of sources, which leads students to think of sources as containing a single piece of information to insert into their own work (like the  conduit metaphor ).
• Explain and demonstrate how you use a particular discipline-specific database, or how you “read” or engage with a list of search results.
• Depending on the context, the focus should be on your disciplinary expertise or the goals of any particular assignment.
• If academic sources are useful and relevant, explain why this is the case beyond the fact that this is what is expected of them while they are in college.
• If academic sources are not useful or relevant, explain why other sources of information might be more appropriate for this particular task.
•  The old model that scholarly sources are only on microfilm or are in print is outdated; students will find a source that "fits" the assignment rather than the best source. 
•  Be sure to explicitly define what you mean when banning "online" or "Internet" resources. The majority of our library resources are searchable only through our online resources (databases and the online catalog); it is nearly impossible to locate an article without using a database that is delivered through the Internet. If you do not want students to use freely available websites, specify what they should use.
•  Work with students to see that unsuccessful searches are common and part of the research and learning process, and that “failed” searches are moments to reflect, reconsider their approach, and try again..
•  Avoid activities like scavenger hunts outside of First Year Seminar courses. Roaming around the library looking for trivia is not research and tends to promote learned helplessness.
•  Avoid requiring all your students to "meet with a librarian." Requiring students who may not have a need to schedule a research consultation with a librarian diminishes the value of a consultation.
• Reflect on both when you are teaching students your expert methods of research, and when you are slowing down to explain the research process to someone who is not an expert.
• " Get Started Researching," from Randall Library
• " Talking About Information Literacy: The Mediating Role of Discourse in a College Writing Classroom," Holiday & Rogers, 2013.

If you would like know more, set up a time to collaborate with a librarian, or arrange a formal information literacy instruction session, please

• contact the Associate Director of Research and Instructional Services,  
• contact your departmental liaison librarian , or
• submit an online request form .

More Randall Library Resources

• Information Literacy Instruction at Randall Library
• Information Literacy Faculty Fellows Program at Randall Library   
• Other Randall Library Resources for Faculty and Instructors

Many thanks to Pacific Lutheran University  for sharing their work through the Creative Commons

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, examples of library research assignments.

Every student must develop library research skills in order to complete academic work in most subjects throughout their academic careers. More specifically, they will apply these skills along with library support services when researching information for essays, reports and projects.

However, library research skills are applicable well beyond the classroom, as adults benefit from library research for work as well as for leisure. Students who complete assignments that develop their ability to conduct library research are establishing a lifelong knowledge on how to find, decipher, and interpret information.

There are many ways to develop good library research skills. Here are tips that will help students get started.

Lead with librarians

Librarians are key to the success of assignments for students related to library research abilities. Utilize the opportunity to involve librarians by asking them for ideas for creating assignments. Librarians can also evaluate an assignment to determine its effectiveness and offer advice for making assignments more relevant. Also, contacting a librarian ahead of time regarding an assignment will alert them that students will be in the library doing a particular activity. Creating a partnership with the librarian will be beneficial for students who are dealing with multiple instructors while learning about skills with library research.

Establish concrete objectives

The first step for conducting solid library research is to set concrete objectives. Also, the student must understand what the skill is that they are implementing in an assignment. For example, the student might be learning how to write citations in a bibliography or how to research databases. However, if the assignment makes assumptions that the student already understands the reason for learning these research skills, it will not be as conducive. The assignment must include clear goals, along with supplemental information, such as how the particular skill relates to the library or other academic subjects.

Application of the skill

Learning about any particular research skill can be a tedious chore if the assignment is not made interesting for the student. Integrate a library research activity in with other assignments to create a meaningful connection. For instance, if introducing how to search for scholarly sources, an assignment could be a part of a research project on a topic of interest to the student. Assignments that encourage students to put their new research skill into action have more staying power compared to a straightforward assignment that simply focuses on the skill.

Relevance is key

Making the research skill assignment relevant and exciting to the student is essential. When a new skill for library research is introduced, by incorporating it with other related activities, the student is more likely to recall the skill later on. For example, for an assignment that is focused on how to research primary resources, a trip to a museum or historical site would be highly relevant and interactive. The student would have the chance to see a skill put to use in the real world while learning how to conduct the appropriate steps for success.

Involve library support services

Given that library research skills involve the library, it is only natural to incorporate support services at the library. Involve the library research department and applicable services when creating assignments that teach research skills. For example, a librarian could visit a classroom to teach the students how to look for scholarly reference sources on the Internet. Additionally, librarians may be willing to work with students in groups or individually to conduct research in the classrooms.

Instructors who are tasked to teach skills related to library research, such as the difference in primary and secondary sources or how to conduct scholarly research, have an important job. With preparation and planning, these assignments can be beneficial for students. The most important things to remember when creating these assignments are relevance and application. By creating a partnership with a library and its librarian, instructors are more capable of assisting students with library research.

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Creating Effective Library Assignments: A Guide For Instructors

A well-designed course-related library assignment is an excellent teaching tool. Effective assignments develop research skills, critical thinking skills, and subject knowledge. By working together, librarians and instructors can develop assignments that enhance pedagogical objectives while minimizing frustration.

We Can Help!

For an assignment consultation or to arrange an instruction session please contact the liaison librarian for your department.

To arrange for materials to be placed on reserve , please contact:

Tips for Developing Assignments

Pit-falls to avoid, suggestions for library assignments.

These are generic suggestions, requiring modification to suit the needs of a particular course or discipline.

• Prepare a bibliography of books, journals and web sites with evaluative annotations. Students may be asked to prepare a required reading list for their topic, in which case the annotation would include an explanation of why a particular resource was included.
• Prepare a guide to the information sources on a particular subject. This may be presented as a group project to the rest of the class.
• Create a web site as a resource for the course. Included on the site might be discussion groups, e-journals, meta sites, and organizations.
• Prepare a literature review on a particular topic within a specific time frame.
• Compare the results of searching the same precise topic on one or more Internet search engines and a bibliographic database(s).
• Research a controversial topic using a variety of sources. Discuss how the different types of sources (e.g. newspapers, websites, news magazines, academic journals, academic discussion lists) treat the topic.
• Compare how two different disciplines discuss the same topic by finding articles from the journal literature of each discipline.
• Compare the discussion of a particular research study in the popular and scholarly press. Students compare the relationship between the popular article and original study on which it was based.
• Compare popular and scholarly articles on the same topic in terms of content, bias, style, audience.
• Compare two journal articles that discuss the same topic from different points of view.
• Research a topic using primary and secondary sources. Compare the results retrieved from the two types of sources.
• Research a particular topic in the literature of the past decades. Research the same topic in the current literature. Discuss the evolution of the field based on this exercise.
• Read an editorial and find facts to support or contradict.
• Prepare a nomination of a person or group for a particular Nobel Prize or other significant award. In addition to defending their nomination, students would be required to learn about the prize, criteria for the award, etc.
• Research the publications and career of a prominent scholar. The assignment might require biographical information, a bibliography of publications, and analysis of the individual in their field of research.
• Research a classical work through reviews, citation indexes, biographical information, etc. and discuss the effect of the work on the discipline.
• Research a particular company, organization, research lab, etc. as preparation for a (hypothetical) interview.
• Evaluate a relevant web site based on specific criteria, including accuracy, comprehensiveness, authority, bias, ease of use, visual style. Students may be asked to compare a number of web sites representing government, personal, commercial, and scholarly sites.
• Submit a research log with the assignment for which the research was undertaken.
• Submit a major research project at various stages (e.g.outline, bibliography, introduction). If feedback is provided promptly, students can be redirected and advised as the project progresses.

Contact your Liaison Librarian

Librarians collaborate with faculty to develop the academic research skills and confidence our students need to successfully navigate the increasingly complex world of information. Together we have successfully integrated information literacy objectives into the curricula of many departments and faculties. To find out more, contact the liaison librarian for your department.

Ideas for Library Assignments: Home

Explore the faculty lab.

As a CSUSB faculty member, you have a unique resource available to you: the Critical Information Literacy Lab for Faculty. 

This online lab offers CSUSB faculty ideas and resources for integrating critical information literacy into their courses. You'll find student tutorials, videos, suggestions for discussion prompts, class activities, and readings that you can customize for use in your course.

Check it out!

• Critical Information Literacy Lab for Faculty

Ask students to create a quick topic map, which helps them think more broadly about their topic before jumping into their searches.

With their topic all spread out in front of them, students can decide which aspects of the topic they want to focus on.

And pop their keywords into OneSearch. Notice they can also limit to peer reviewed journals and by date.

Library Assignments: Challenges

• Library assignments: Challenges students face and how to help Presents information on library assignments in college teaching. Factors that motivate students to accomplish library assignments; Challenges faced by students in doing library assignments; Suggestions for teachers in designing library assignments.

Actual Assignments

These are assignments that CSUSB faculty created and used in their courses.

All these assignments are variations on the suggestions in this guide.

• Annotated Bibliography for Research Journal By Dr. Jacqueline Rhodes
• Annotated Bibliography for Research Reflection By Dr. Kimberly Costino
• Information Literacy Projects for the Quarter By Professor Kathy Hansler
• Invention By Professor Angela Asbell

First Draft

If you like to have students turn in a first draft

Along with the first draft, ask your students to turn in a reflection about their research process.

Their reflection could develop several or all of the following ideas:

• what research tools did you use?
• what kinds of resources (books, articles, web sites) were most useful for your topic?
• how did you decide if the information was credible?
• if you had to do it over what would you do differently?
• what did you learn about your own research process?

Source List

If you ask students to provide a list of sources before they turn in their paper

Along with their source list, ask students to write about how and where they found their sources and why they chose them. 

They could write with any/all of these prompts:

• how did you find this source (library database? Wikipedia? Google? Google Scholar?)
• what specific information did you get from this source?
• how did this source help you to think differently about your topic?

Declaring a Topic

If you have students choose their own paper topic

• Ask your students to turn in their topic along with a short essay describing what they already know about the topic and what they want to learn about it.
• Ask students to explore an online encyclopedia to choose their topic. Print out/save the entry and explain why this topic is of interest to them. Optional: find one of the sources in the entry's bibliography and print it out.
• Search the Library's Online Encyclopedias Show this resource to your students! They can search several authoritative online encyclopedias to get a good, strong overview of their topic before they launch their research.

A Critical Annotated Bibliography

Ask students to write a critical annotated bibliography (with at least 5 entries) on a topic related to your course or their paper. 

Students' annotated bibliography should include title, author, where published, when published, and brief summary of article, chapter, or book. 

What's new about this assignment? Add a piece on evaluation of sources:

After their summary of each source, ask students to write about the source's purpose and audience and its usefulness to the course/topic.

• Evaluating Information, from Penn State Libraries Excellent series of brief videos that address author, content, currency, production, and references. Contemporary tone that appeals to students.

A Webliography for a Topic

Ask students to create a webliography  that identifies and describes credible websites about their topic.

Along with links to websites and their descriptions, students explain why each source is useful to research in their topic. 

Important: students must say what makes each source credible. Encourage them to view the links below to help them figure out what makes a website credible.

Individual webliographies can be combined into a class webliography.

• Evaluating Websites This library guide gives students things to think about as they explore websites.
• Web Literacy for Student Fact Checkers This is a free, online pdf book that has excellent tips and exercises for going "upstream" to the source of online information and searching laterally to determine credibility.
• Last Updated: Jul 6, 2023 4:24 PM
• URL: https://libguides.csusb.edu/assignments

Library Assignments for Blended Synchronous Learning

Librarians are happy to consult with faculty on library research assignments designed for blended synchronous learning. Librarians will work with faculty to create assignments and activities using the Library's rich digital collections, introducing students to important research skills for their academic success. Below are a few examples of programs.

Digital Map Collections Assignment

Students were asked to review the Early Modern Maps of the Americas Collection ​, examining the maps and associated metadata to ​answer the following questions.​

• Who made each map?​
• When and where were they created?​
• How do the maps differ?​
• Why would the cartographers choose to ​include or exclude particular geographies, ​labels, or other elements?​

The assignment was designed to help students learn how to read maps, understand metadata and its role in research, and evaluate primary sources.

Literature Search Assignment

Students were asked to answer a pre-defined clinical research question by searching the PubMed database. They were asked to answer the question, providing details about their search strategy, including how to:

• Identify main concepts in clinical question​
• Identify appropriate subject headings and keywords​
• Develop search strategy to locate relevant articles​
• Select appropriate articles to answer the question​

​The literature search assignment can be an effective way to introduce scholarly communication, controlled vocabulary, and designing research questions.

Dataset and Article Evaluation Assignment

Social Sciences Inquiry III   students watched a series of short videos on source evaluation, data literacy concepts, and using ICPSR, the Inter-University Consortium for Political and Social Research, a large social sciences data repository. Students selected a dataset and completed a worksheet developed by the librarian. Tasks included:​

• Selecting an article database, conducting an initial search, and modifying the search to increase the relevancy of the results.​
• Investigating an article by examining the methods, language used, and fact checking claims.​
• Investigating a dataset by evaluating the producer, variables/indicators, and documentation.​

Faculty Services

• Contact Your Program Librarian
• Reading Lists in D2L This link opens in a new window
• Research Guides in D2L
• Library Databases in D2L

Library Assignment Tips

Begin with the basics, clarify requirements & sources, make it relevant, make sure we have it, test the assignment, ask your program librarian, schedule a library workshop, contact your program librarian, sample assignments, more tips..., bibliography.

• Library Instruction and Research
• Copyright This link opens in a new window
• Import the Academic Integrity Package into D2L
• Reserves: Textbooks, E-Texts and E-Course Packs
• Create Persistent Links for library resources
• Faculty Research Support
• Library Cards, Accounts, Loans and More
• How to.....Guides & Tutorials
• Collections
• Image Databases & Search Engines
• Captioned Media & E-Text
• Faculty Publishing
• Faculty Toolkit from the Learning Portal (College Libraries Ontario)
• Open Educational Resources - Toolkit from Ontario College Libraries

This guide is intended to help new and returning instructors create library research assignments to accompany their class' research skills session in the library and/or to integrate quality library resources into any class assignment. If you have any questions or would like to collaborate on an assignment, please feel free to contact your program librarian . We would love to hear from you!

Designing the library research assignment

Learning to locate, evaluate and use resources takes time and practice. Library research assignments can be a great way to introduce students to the library and help them build confidence in their research skills.

Click on each of the links on the left for tips on creating assignments that will help students understand how to do academic research using the library and its resources.

For new students, the library can be an intimidating place. Sometimes the wealth of resources available can seem overwhelming and students often have trouble knowing where to begin. Studies show that students who feel uncomfortable or unfamiliar with college libraries are likely to turn instead to more familiar ways of searching (namely, Google) (Head & Eisenberger, 2009).

An introductory assignment that has students navigate the physical and online environments of the library, while clarifying the different kinds of information available, can reduce the stress of doing research and highlight the value of the library's high-quality resources. Please feel free to use or adapt any of the sample assignments listed to the left on this page for this purpose. To use these assignments effectively, they should be linked to a library research workshop led by your program librarian .

While library introduction assignments are great for getting students started, we all know that real learning occurs when students apply what they have learned in class to actual research for an assignment. When beginning an assignment, a brief reminder of the resources provided by the library and/or a refresher on finding and using library materials is a good idea, even if your students have participated in a library workshop in the past.

Reviewing basic steps such as how to access the library website, how to search for books and where to begin looking for journal articles can reduce stress and boost students' confidence in their abilities. Highlighting the different ways that students can get research help (by  asking a librarian  or  watching an online tutorial , for example) can also reduce the stress of doing research and result in higher-quality completed assignments. Your  program librarian   is happy to help with this in any way.

1. Clearly Define your Terms

Studies show that students often have difficulty determining when to use different kinds or sources of information (Head & Eisenberg, 2009). This is a learned skill and one that is integral to information literacy. Including clear directions about what kind of information sources to use (i.e. books, scholarly journal articles, newspaper articles, etc) can help students understand the differences between various types of sources, as well as assist librarians in steering students toward the right sources when they come for help.

Online resources: Web VS. Library

In particular, it is important to be very clear about the difference between online or "web" sources and online journal and newspaper articles.  Many times when instructors say that online or web sources are not allowed, students get the impression that they are not allowed to use our e-book or journal article databases, which make available full-text online sources that were originally published in print. For more on this distinction, see   "Is it information on the web or a journal/magazine article?"

2. Indicate the required number of resources

It is recommended that instructors set a minimum number of resources, with no set maximum. For example, "For this assignment please use a minimum of three library resources (this can include: books, magazines, ebooks, articles)."

3. Require a variety of sources ...

...but be FLEXIBLE. Why? Not all topics, particularly those chosen by students themselves, are covered in every type of resource. For example, it may be difficult to find government documents in print on the topic of faith healing. 

_________ Content for this section adapted from Northwestern Michigan College Library .

Sometimes it can be hard for students to see the value of using good quality information (especially when it means doing more than a Google search!). Since studies show that students learn best when they perceive an assignment to be relevant to their life or studies (Miley, 2009; Park & Choi, 2009; Shotwell, 1999), it helps to have students search for materials on subjects that will be covered in the class or their program.

Emphasizing future uses for this information can help too - including questions like “when might you use this resource in the future?” or “what other kind of information can you find here?” can help students think critically about resources and understand the connection between introductory library assignments and future research assignments.

In an effort to remain current we are constantly updating, revising and replacing library materials and resources. This means that an assignment that worked one year may not be suitable the next, simply because new materials have been acquired or new modes of access provided.

In addition, while we try our best to ensure that the library’s resources meet program needs, it would be impossible to provide access to every publication and resource available on a topic. Therefore it is best to make sure that the library has the materials students will need to complete their assignment right before it is assigned. Few things are more frustrating for students than being asked to complete an assignment using resources that are not available!

Sharing your assignment with your program librarian before assigning it to students can help avoid this, and will give your librarian an opportunity to let you know about other great resources you may wish to focus on.

Remember, if you are pointing students to a particular resource or asking them to investigate a topic, check with your librarian first, or feel free to  double-check the library collection yourself to ensure we have the resources you are asking students to find.

Find books, articles, and more...  

Since we're always updating our resources, it's a good idea to go through the assignment as your students would and make sure all of the required or suggested resources are still available. Things can change quickly and while we try to keep faculty informed of major changes to our resources, we don't always have advance notice ourselves.

Be especially careful with links to journal articles and other online resources. Doing the assignment can also act as a reminder of what kinds of challenges students will encounter. Sharing these details with your program librarian   can help us prepare for your students at the reference desk.  

Library assignments are what we do! When designing the assignment, please feel free to ask for input from your program librarian . We have seen a lot of great assignments but we have also seen students become frustrated and disheartened by assignments that have great potential but just require a few tweaks.

Sharing an assignment with your program librarian before it is handed out to students can save you time and energy in the long run and can help ensure that it will provide a constructive learning opportunity for students. In addition, a copy of the assignment can be placed at the library reference desk so that all library staff can be alerted in advance of the assignment’s objectives and required materials.

There is a lot of research out there about the benefits for students and faculty when faculty and librarians work together (ACRL 2012; Jacobson & Mackey, 2007; Miller & Pellen, 2005; Mounce, 2010; Rockman, 2004; Stevens & Campbell, 2008;), so please feel free to contact us about collaborating on an assignment. We would love to help!

Library instruction workshops normally take place in a designated classroom within the library (please speak to your program librarian   about class visits).

Led by librarians, they are a great way to introduce your students to the physical environment of the library while delivering essential research skills. Your program  librarians will create and deliver a session (usually 45 - 60 minutes in length) designed specifically for your students’ program, class or assignment.

We strive to provide sessions that will assist with current assignments as well as future studies. In accordance with the   ACRL Information Literacy standards , our ultimate goal is to promote lifelong learning. To schedule a library workshop, begin by contacting your program librarian . If you have a specific assignment in mind, we will be happy to discuss it with you beforehand - the earlier the better! The more time we have with your assignment, the more tailored the workshop will be (1- 2 weeks before the scheduled class is best).

You may also wish to make use of one of the assignments listed on the right-hand side of this page, under " sample assignments ."  Don't forget, we’re happy to help you create assignments too! We would love to hear from you.

Each program area has been assigned a program faculty librarian.  Select your program librarian by name or program area.  

Click here to f ind your librarian by program area

• Corinne Abba
• Rebekah Glendinning
• Andrea Hall
• Christa Lochead
• Bill McAskill
• Joy Wen 
• Sarah Wiebe
• Junhui Zhang

**Faculty teaching Communication courses are encouraged to check and use the resources on the CommExchange site . Please contact the  Communications Office  for details. 

If you do not see an assignment for your students' area of study here, please contact your liaison librarian (listed above). We will be happy to supply you with an assignment geared toward a specific program area.

• COMM 1003 Community & Social Services
• CESL / COMM1003 Business
• COMM 1007 Business

Textbooks, E-books, E-Coursepacks & Copyright

If many students will be using one resource (a specific book, for example) you may be able to have it placed on reserve by filling out the   Course Reserve Form . Reserve items will be made available to students for a short time only, which should help ensure that all students have equal access to them. Please note, the rules surrounding copyright and reserve items have recently changed. For information please see the Textbooks, E-Texts and E-Coursepacks page.

Association of College and Research Libraries (ACRL). 2012 (rev.). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. http://www.ala.org/acrl/standards/characteristics. Accessed April 13, 2012.

Carter, E. W. (2002) 'Doing the Best You Can with What You Have:’ Lessons Learned from Outcomes Assessment. The Journal of Academic Librarianship , 28 , 36–41.

Head, A. & Eisenberg, M. (2009). What today's college students say about conducting research in the digital age: Project Information Literacy Project Report. Retrieved from http://projectinfolit.org/pdfs/PIL_ProgressReport_2_2009.pdf .

Jacobson, T. E. and Mackey, T.P., eds. (2007). Information Literacy Collaborations that Work . New York: Neal-Schuman.

Julien, H. & Given, L. (2003). Faculty-Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians’ Expressed Attitudes and Experiences. Canadian Journal of Information and Library Science , 27, 65–87.

Marfleet, G. & Dille, B. (2005). ‘Information Literacy and the Undergraduate Research Methods Curriculum. Journal of Political Science Education, 1, 175–190.

Miley, F. (2009). The storytelling project: innovating to engage students in their learning.   Higher Education Research & Development ,   28 (4), 357-369.

Miller, W. & Pellen, R.M. (2005). Libraries within Their Institutions: Creative Collaborations. Binghamton, NY: Haworth Information Press.

Mounce, M. (2010). Working together: Academic librarians and faculty collaborating to imporve student's information literacy skills: A literature review 2000-2009. The Reference Librarian , 51, 300-320.

Park, J., & Hee Jun, C. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning.   Journal Of Educational Technology & Society ,   12 (4), 207-217.

Rockman, I. (2004). Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. San Francisco, CA: Jossey-Bass.

Shotwell, T. A. (1999). Comparative analysis of business and non-business students' performances in financial accounting: Passing rates, interest and motivation in accounting, and attitudes toward reading and math.  College Student Journal ,  33 (2), 181.

Stevens, C. R. & Campbell, P.J. (2008). Collaborating with Librarians to Develop Lower Division Political Science Students' Information Literacy Competencies . J ournal of Political Science Education, 4 (2), 225-252.      

Many thanks to Christa Lochead for her valuable research and work on this guide.

Information on this page was compiled using resources found via:  Northwestern Michigan College  and  University of Puget Sound . Thank you!

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Faculty Resources & Services: Guide for Effective Library Assignments

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Adapted, with permission, from Allyson Washburn, Dixie State College's Val A. Browning Library, George, Utah (http://library.dixie.edu/index.html)

Purpose of Library Assignments

An effective library assignment has a specific, understood purpose, relating to some aspect of the course subject matter or learning objectives. It will lead to increased understanding of the subject through the process of locating information related to the subject. A library assignment that meets this criteria is an excellent teaching tool and can enhance and enrich the student's learning experience, increase the understanding of the subject matter and build research skills.

Implementation of Library Assignments

In order to be effective a library assignment must be implemented in an appropriate manner. Students should be prepared for the assignment, told why they are doing it and what purpose it serves. If the assignment requires the use of specific sources, students should be given a list of them and arrangements made with the library to assure availability and access. If it involves the use of complex sources or unfamiliar research strategies, students should be oriented to these--by you or by a librarian in a customized, scheduled library instruction class. When testing an assignment, try to put yourself in the student's shoes with their experience and perspective.

Role of the Librarian

When it comes to library assignments, librarians are an excellent resource. While a librarian will not create an assignment for you, one will be glad to work with you in developing the assignment, look at a draft, and provide comments. Since students will be coming to the Reference librarians for help, it would help us (and therefore the students) to have a copy of the assignment, and recommended sources, in advance. When an assignment is over, librarians may be able to provide feedback. Did any students seem confused or have trouble understanding the assignment? Were there any resources or access problems related to the assignment? Faculty and librarians working together can make library assignments a successful learning experience for students.

• Library instruction : The library offers a variety of basic and customized instruction classes which assist students in learning how to use the resources found in the library. These classes familiarize students with new information resources as well as traditional printed information sources. For complete information, contact one of our Subject Specialists or Mr. John Upchurch , Head of Public Services (ext. 5252). Classes may be scheduled by submitting our Library Instruction Session Request Form . If you want a class during the first two to four weeks of a semester, schedule it as soon as possible as this is a busy time for library instruction and only one session can be scheduled in any one time slot.
• Demonstrations of computerized resources : Several basic computerized resources are demonstrated during the English 101 and English 201 instruction sessions. If you would like a class dealing with a particular resource in more depth or one on advanced searching techniques, contact one of your Subject Specialist or Mr. John Upchurch , Head of Public Services (ext. 5252).

Characteristics of Effective Assignments

• Clarity : If students have trouble understanding what they are supposed to do, they will have trouble doing it. Give library assignments in writing (not orally) to reduce confusion.
• Use of Correct Terminology : Students tend to interpret library assignments very literally and are easily confused by terms they, and the librarian, cannot interpret definitively. Define any questionable words. For example, some instructors differentiate between magazines and journals, while others use the terms interchangeably. Does "library computer" mean the online catalog, computerized periodical indexes, the Internet, or CD-ROM databases?
• Currency : The library is continually changing and these changes will affect library assignments. New sources and ways of accessing information replace old ones constantly. Check your assignment regularly so your students are not asked to use outdated or no-longer-existing methods and sources. If it's been a while since you've used library research sources, contact one of our for help.
• Appropriate Time Frame : Do the assignment yourself to see how long it takes before you decide how long students need to do it. Remember to allow for their inexperience and the various locations of different materials.

Pitfalls to Avoid

• Assuming most students already know the basics : Don't assume that your students have prior experience in using the library, orientation to the library, or that their orientation was relevant to your assignment. The library no longer uses the same online system as the public library or the local high schools and has many more research databases available. In addition, basic introductory skills may be inadequate for a more complex assignment.
• Requiring resources that are not available : Do not assume what the library has or doesn't have. While a core of basic resources is maintained, others may change from year to year. This library may not have what you have used in other libraries. It is always a good idea to retest the assignment before giving it out.
• An entire class with the same assignment : If an entire class has the same exact assignment, needed resources will be difficult to find at best, disappear or be vandalized at worst. For example, instead of asking an entire class to research the history of IBM, ask them to research the history of a major public American corporation of their choice. If it is necessary for a whole class to use a particular source or set of sources, have them put on reserve. Librarians can assist you in placing needed materials in a controlled access environment where each student will have an equal opportunity to use the item. Telling the student to "put it back" just does not work. Even the most honorable of students may reshelve items in the wrong place. To place items on reserve, call extension 5758.
• The Scavenger Hunt : The least effective assignment possible requires students to locate random facts. It lacks clear purpose, teaches little, and is very frustrating. Frequently librarians, not students, end up locating the information.
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Library Instruction Support

• Creating Effective Assignments
• Sample Assignments
• Course Materials
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Browse and Search for Sample Assignments

• Project Cora Browse and search for assignments by discipline and information literacy learning outcome goals

OER Sample Assignments

Below are links to Open Educational Resources (OER) repositories containing a variety of assignments and related course materials (e.g., readings, quizzes, simulations, assignments, and more). Note:  Both Merlot and OER Commons allow you to further limit your search results by sub-disciplines and material type. 

• CSU's Project Merlot Search the Merlot repository to locate peer reviewed assignments and resources to use in your course curriculum.The MERLOT collection consists of tens of thousands of discipline-specific learning materials. more... less... All items have been contributed by the MERLOT member community, who have either authored the materials themselves, or who have discovered the materials, found them useful, and wished to share their enthusiasm for the materials with others in the teaching and learning community.
• OER Commons for Library & Information Studies materials

Best Practices

Tips for designing research assignments.

• Consult with your Librarian Subject Specialist . A Librarian can work with you to design an effective assignment and identify appropriate research topics or resources based on our collection.
• Tell your students why they are doing the assignment, what purpose it serves, and why it requires specific research materials from the library (books/ebooks, peer-reviewed articles, primary sources, data sets, etc.)
• For examples: you can be specific “ Using library databases, locate 4-5 peer-reviewed articles”
• For any type of library resource, use language such as: “Of the 4-5 sources, 1 must be a credible website, and the other 3-4 must be library resources (i.e. books/ebooks, newspaper, magazines or journal articles accessed through the library).”
• Work through the research component of the assignment ahead of time to make sure there is a reasonable amount of information available on the topic.
• Specify a citation style you prefer students adhere to.

Pit-Falls to Avoid

• Many students experience library anxiety regarding research project. Encourage students to use Ask a Librarian services, reach out to their Librarian Subject Specialist , or request a library instruction session .
• Students are often unfamiliar with the language associated with library materials or specific terminology.  It’s also confusing searching the different types of resources available through so many platforms. In addition, different platforms use different terminology, searching for peer-reviewed articles in one database could be labeled as academic or scholarly in another. Explain these terms to new students (e.g. monograph, popular sources vs. scholarly, peer-review, qualitative vs. quantitative, primary sources, secondary sources, reference resources, etc.)
• Scavenger Hunts – Too often, the focus is on finding random facts rather than requiring students to learn research skills and think critically about the information they have found. Often students find these assignments uninteresting and frustrating. A good assignment asks students not only to find information, but also to reflect critically upon how they found it.

For more ideas visit: 

Designing Research Assignment: University of Windsor 

Designing Research Assignments: Assignment Ideas Columbia College 

Tips for a good library assignment: Stanislaus State University Library 

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• How To Design Library Research Assignments

Library Assignment Examples

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Course Development Toolkit for Faculty and SMEs

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Tips for Designing Effective Library Assignments

In our experience, the following best practices help to reduce barriers for students in the research process. Please contact us with questions about constructing research assignments for Excelsior University courses.

These best practices are adapted from  Planning Checklist: Research Assignments by Library Instructional Council, Maricopa Community Colleges, under  CC BY NC 4.0 .

Test the assignment.

• Ensure all the resources needed are available and accessible.
• Ensure that the assignment requirements allow the most effective resources.

Example: If students need statistics, permit them to use websites, as governments, think tanks, and similar websites are often most effective.

Provide research guidance.

• Suggest and link to specific library or other resources as appropriate.
• Suggest effective source types and research strategies as appropriate.

Provide support.

• Provide links to the library's 24/7 chat services. 
• Encourage students to contact the instructor with questions.

Provide clear instructions.

• Provide rubrics and models so that expectations are clear.
• Clarify or avoid ambiguous terms.

Example: What qualifies as "library" vs. "web" resources is not always clear. A library database may link to the full text of an open access journal on the web; Google Scholar may link to full text in a library database. If requiring library resources, require students to provide a permalink containing "vlib.excelsior.edu" to indicate a "library" resource.

• Define library / academic terms. 

Example:  Students who are new to college or returning after a long absence may be unfamiliar with academic terms such as "journal" or "database." Consider linking to the Library Glossary.

• Library Glossary

Library Assignment Templates

• Research Log Library Assignment Template
• Annotated Bibliography Library Assignment Template
• Literature Review Library Assignment Template

More Sample Library Assigments

• Hunter College Assignment Library
• NILOA Assignment Library: Library Assignments
• ACRL Framework for Information Literacy Sandbox - Resources
• Community of Online Research Assignments (CORA)

More Library Support

We recommend linking to the following library resources as appropriate:

• Library How-To Videos
• Library FAQs
• Noodle Tools Citation Builder
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• Last Updated: May 9, 2024 1:19 PM
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Library Assignment

• 1.1 Catalog Library Assignment
• 2.1 Library Mice Assignment
• 2.2 Library Power Type Assignment
• 3.1 Seasonal Garden Assignment
• 3.2 Mystic King Assignment
• 3.3 Technic King Assignment
• 4.1 Furoma Assignment
• 4.2 Pagoda Assignment
• 4.3 Dojo Sensei Assignment
• 5.1 Mystic Amplifier Assignment
• 5.2 Technic Amplifier Assignment
• 5.3 Advanced Amplifier Assignment
• 6.1 Zurreal Trap Research Assignment
• 7.1 M400 Bait Research Assignment
• 8.1 M400 Hunting Research Assignment
• 9.1 Acrostic Research Assignment
• 9.2 Advanced Terrortories Research (2013)
• 9.3 Advanced Terrortories Research (2014)
• 9.4 Catalog Halloween Mice (2013)
• 9.5 Catalog Halloween Mice (2014)
• 9.6 Charming Study Research Assignment
• 9.7 Extra Spooky Research Assignment
• 10 History and Trivia
• 11 Image links
• 12 External Links

A Library Assignment is a set of research tasks that Lords/Ladies (and above) with access to the Crystal Library can do to help recover Zugzwang 's hunting research, before they get destroyed by Zurreal 's army of inorganic magical-tech mice.

To start an assignment, hunter's must travel to the Crystal Library and click on the brown "Get Assignment" button on the heads-up display ( HUD ). Opening an assignment envelope requires a minimum number of library points, and each envelope contains between one and three related assignments, where only one will be randomly selected. Each hunter can only have at most one assignment at any point of time, which will show up on their Special tab. The assignment tasks are either listed above the trap setup image in the old style layout, or on the quests tab on the new style (Freshcoat) layout.

Research tasks may be completed in any order, with the exception of Mystic/Technic King Assignments , Mystic/Technic Amplifier Assignments , M400 Hunting Research Assignment , and Acrostic Research Assignment . It is possible to complete multiple research tasks in a hunt if the requirements are fulfilled. Completing assignments will earn hunters rewards based on the assignment carried out, along with Library Points which are required to start more advanced assignments. These rewards include a Tome of Wisdom which can be opened for further points towards rank advancement, if the hunter does not already have too many in their inventory. Additionally, a completed assignment is logged in the Hunter's Journal , and provides the hunter an opportunity to share a Luck Charm with friends.

Hunters can choose to terminate an assignment prematurely by smashing it with their Hunter's Hammer . However, they will be only be able to start a new assignment one hour after smashing.

Catalog Library Mice

This envelope contains basic research assignment that will have you capture various library mice in order to catalog them.

Requirement: None

Catalog Library Assignment

Catalog the various mice in the Library by capturing them.

• Catch 1 Bookborn Mouse
• Catch 1 Effervescent Mouse
• Catch 1 Explorator Mouse
• Catch 1 Flutterby Mouse
• Catch 1 Infiltrator Mouse
• Catch 1 Pocketwatch Mouse
• Catch 1 Walker Mouse
• Catch 1 Steam Grip Mouse
• Catch 1 Scribe Mouse
• 20 Library Points
• 1 Yellow Tome of Wisdom (45,000 points)
• 15-25 Wealth Charms
• 0-1 Bubbles Bookends

More Info: MouseHunt Info Page

Library Research

This envelope contains one of many assignments that will test your knowledge of hunting within the Crystal Library .

Requirement: 20 Library Points

Library Mice Assignment

Research various Library mice.

• Catch 1 Tome Sprite Mouse
• Catch 2 Effervescent Mice
• Catch 2 Explorator Mice
• Catch 2 Infiltrator Mice
• Catch 2 Pocketwatch Mice
• Catch 2 Walker Mice
• 30 Library Points
• 1 Yellow Tome of Wisdom (45,000 points) OR 1 Green Tome of Wisdom (90,000 points) OR 1 Purple Tome of Wisdom (180,000 points)

Library Power Type Assignment

Research capturing library mice using Physical and Tactical traps.

Tasks: Three of the following tasks, with at least one task for both trap power types

• Catch 1 Effervescent Mouse using a Physical trap
• Catch 1 Infiltrator Mouse using a Physical trap
• Catch 1 Scribe Mouse using a Physical trap
• Catch 1 Steam Grip Mouse using a Physical trap
• Catch 1 Walker Mouse using a Physical trap
• Catch 3 Explorator Mice using a Physical trap
• Catch 3 Pocketwatch Mice using a Physical trap
• Catch 1 Bookborn Mouse using a Tactical trap
• Catch 1 Flutterby Mouse using a Tactical trap
• Catch 2 Effervescent Mice using a Tactical trap
• Catch 2 Infiltrator Mice using a Tactical trap
• Catch 2 Walker Mice using a Tactical trap
• 1 Yellow Tome of Wisdom (45,000 points) OR 1 Green Tome of Wisdom (90,000 points)

Zugzwang Research

This envelope contains basic one of many assignments that will take you from the Seasonal Garden to the Zugzwang's Tower . These assignments can potentially reward you with Amplifier Charms , Rook Crumble Charms , Spellbook Charms and a few other items to help you better hunt in the tower.

Requirement: 50 Library Points

Seasonal Garden Assignment

Hunt various mice in the Seasonal Garden.

• Catch 10 mice in the Seasonal Garden using a Tactical trap
• Catch 10 mice in the Seasonal Garden using Luck Charm
• Catch 20 mice in the Seasonal Garden
• Catch 20 mice in the Seasonal Garden using Power Charm
• Catch 30 mice in the Seasonal Garden using Lucky Power Charm
• Catch 30 mice in the Seasonal Garden using Bamboozler Base
• Catch 40 mice in the Seasonal Garden
• Catch 1 Over-Prepared Mice using a Tactical trap
• Catch 1 Winter Mage Mouse using Ancient Spear Gun
• Catch 2 Frostbite Mice
• Catch 3 Penguin Mice using a Hydro trap
• Catch 1 Derpicorn Mice using a Tactical trap
• Catch 1 Vinetail Mouse
• Catch 3 Hydrophobe Mice using Aqua Base
• Catch 3 Tanglefoot Mice using a Physical trap
• Catch 1 Summer Mage Mouse
• Catch 3 Firefly Mice using Horrific Venus Mouse Trap
• Catch 3 Monarch Mice using a Tactical trap
• Catch 3 Stinger Mice
• Catch 1 Fall Familiar Mouse
• Catch 1 Harvester Mouse
• Catch 1 Whirleygig Mice using a Tactical trap
• Catch 4 Harvest Harrier Mice
• Catch 4 Pumpkin Head Mice using a Shadow trap
• 80 Library Points
• 1 Blue Tome of Wisdom (130,000 points)
• 6-8 Wealth Charms
• 40-60 Amplifier Charms

Mystic King Assignment

Charge your Tower Amplifier then head into the tower to seek out a Mystic King!

Tasks: 5 steps which must be done in the following order

• Catch 10 Mice in the Seasonal Garden using a Tactical trap
• Catch 30 Mice in the Seasonal Garden
• Catch 1 Mouse in the Seasonal Garden using Zugzwang's First Move
• Catch 10 Mice in the Seasonal Garden using the Bamboozler Base
• Catch 10 Mice in the Seasonal Garden using Zugzwang's Last Move
• Catch 8 Mystic Pawns
• Catch 8 Mystic Pawns using Wooden Base with Target
• Catch 2 Mystic Knight Mice
• Catch 2 Mystic Bishop Mice
• Catch 1 Mystic King Mouse
• 10-20 Amplifier Charms
• 2 Rook Crumble Charms
• 4-6 Spellbook Charms
• 1 Mystic Curd OR 1 Technic Cheese Mould

Technic King Assignment

Charge your Tower Amplifier then head into the tower to seek out a Technic King!

• Catch 8 Technic Pawns
• Catch 8 Technic Pawns using Wooden Base with Target
• Catch 2 Technic Knight Mice
• Catch 2 Technic Bishop Mice
• Catch 1 Technic King Mouse

Furoma Research

This envelope contains one of many assignments that will have you follow in Zugzwang's footsteps and recover the lost knowledge of Furoma . Completing Furoma Research assignments will earn you various supplies to help you better hunt in the Pagoda there. Be warned: Some of these assignments will be a challenge for hunters who have yet to capture all the mice and find all the loot there is to find in Furoma.

Requirement: 130 Library Points

Furoma Assignment

Study the studious mice of Furoma.

• Catch 3 Mice in the Training Grounds using Zugzwang's Last Move
• Catch 15 Archer Mice in the Training Grounds
• Catch 40 Mice in the Training Grounds using Bamboozler Base
• Catch 50 Mice using a Tactical trap
• Catch 3 Kung Fu Mice in the Dojo
• Catch 3 Ninja Mice in the Dojo
• Catch 3 Samurai Mice in the Dojo
• Catch 1 Diamond Mice in the Dojo using Power Charm
• Catch 1 Gold Mouse in the Dojo using Luck Charm
• Catch 1 Hapless Mouse in the Dojo
• Catch 10 Hapless Mice
• Catch 10 Hapless Mice using Bamboozler Base
• Catch 1 Student of the Cheese Belt Mouse using Maki Cheese
• Catch 1 Student of the Cheese Fang Mouse using Maki Cheese
• Catch 1 Student of the Cheese Claw Mouse using Maki Cheese
• Catch 3 Students of the Cheese Belt Mouse
• Catch 3 Students of the Cheese Fang Mouse
• Catch 3 Students of the Cheese Claw Mouse
• Catch 1 Master of the Dojo Mouse
• 90 Library Points
• 1 Purple Tome of Wisdom (180,000 points)
• 8-12 Wealth Charms
• 3 Student Tokens ( Belt / Fang / Claw )
• 1-3 Rumble Cheese OR 1-2 Maki cheese

Pagoda Assignment

Research assignment for the mysterious upper levels of the pagoda...

• Catch 6 Students of the Cheese Belt Mouse
• Catch 1 Students of the Cheese Belt Mouse using Zugzwang's Last Move
• Catch 6 Students of the Cheese Fang Mice
• Catch 1 Students of the Cheese Fang Mice using Zugzwang's Last Move
• Catch 6 Students of the Cheese Claw Mouse
• Catch 1 Students of the Cheese Claw Mice using Zugzwang's Last Move
• Catch 1 Masters of the Cheese Belt Mouse
• Catch 1 Masters of the Cheese Fang Mouse
• Catch 1 Masters of the Cheese Claw Mouse
• Catch 1 Master of the Dojo Mouse using Ambush ( Ninja Ambush Trap cannot be used to complete this task)
• Catch 1 Master of the Dojo Mouse using Zugzwang's First Move
• 1 Master Shard ( Belt / Fang / Claw )
• 2-3 Rumble Cheese OR 1 Onyx Stone

Dojo Sensei Assignment

Advanced research assignment for those with a greater thirst for knowledge of the mysterious upper levels of the pagoda...

• Catch 2 Students of the Cheese Belt Mouse using Onyx Mallet
• Catch 2 Students of the Cheese Fang Mouse using Onyx Mallet
• Catch 2 Students of the Cheese Claw Mouse using Onyx Mallet
• Catch 8 Masters of the Cheese Belt Mouse
• Catch 8 Masters of the Cheese Fang Mouse
• Catch 8 Masters of the Cheese Claw Mouse
• Catch 2 Masters of the Dojo Mouse
• Catch 2 Masters of the Dojo Mouse using Ambush ( Ninja Ambush Trap cannot be used to complete this task)
• Catch 2 Masters of the Dojo Mouse using Zugzwang's First Move
• Catch 1 Dojo Sensei
• 2 Master Shards ( Belt / Fang / Claw )
• Advanced Zugzwang Research

This envelope contains one of many assignments that will push your knowledge of the Seasonal Garden and Zugzwang's Tower to absolute maximum! Be warned: You may require advanced equipment to complete this research.

Requirement: 150 Library Points

Mystic Amplifier Assignment

Charge your Tower Amplifier then head into the tower to seek out the Mystic Pieces!

Tasks: 4 steps which must be done in the following order

• Catch 30 Mice in the Seasonal Garden using a Tactical trap
• Catch 30 Mice in the Seasonal Garden using Zugzwang's First Move
• Catch 8 Mystic Pawns using Mystic Pawn Pincher
• Catch 1 Mystic Queen using Checkmate Cheese
• Catch 1 Mystic King using Checkmate Cheese
• Catch 1 Chess Master
• 150 Library Points
• 20-25 Amplifier Charms
• 20-40 Spellbook Charms
• 1-2 Mystic Curd OR 1-2 Checkmate cheese

Technic Amplifier Assignment

Charge your Tower Amplifier then head into the tower to seek out the Technic Pieces!

• Catch 8 Technic Pawns using Technic Pawn Pincher
• Catch 1 Technic Queen using Checkmate Cheese
• Catch 1 Technic King using Checkmate Cheese
• 1-2 Technic Cheese Mould OR 1-2 Checkmate cheese

Advanced Amplifier Assignment

Charge your Tower Amplifier then head into the tower to seek out the Mystic King, Technic King and Chessmaster!

• Catch 30 Mice in the Seasonal Garden using Spellbook Base
• Catch 1 Mystic King Mouse using Checkmate Cheese
• Catch 1 Mystic King Mouse using Blackstone Pass Trap and Checkmate Cheese
• Catch 1 Technic King Mouse using Checkmate Cheese
• Catch 1 Technic King Mouse using Obvious Ambush Trap and Checkmate Cheese
• 4 Rook Crumble Charms
• 40-60 Spellbook Charms
• 2 Mystic Curd OR 2 Technic Cheese Mould OR 2-3 Checkmate cheese

Zurreal Research

This envelope contains an assignment to research a trap capable of capturing Zurreal the Eternal. The Trap's concept is simple: Tempt Zurreal close by displaying a collection of rare knowledge then drain all magical and electrical energy from the area to disable his walking throne. Although the design is straight forward, gathering the rare and unique items required will prove itself to be a challenge! Good luck brave hunter, the safety of the Crystal Library relies on your success!

Requirement: 900 Library Points

• Zurreal Trap Research Assignment

Travel across the Kingdom in search of supplies to build a trap capable of disabling Zurreal the Eternal's walking throne long enough to capture him. Such a trap will need some very unique materials to draw all magical and electrical energy away from Zurreal while remaining powered itself.

Tasks: All ten of the following tasks

• Collect 1 Desert Travel Almanac from Centaur Mice (in the Great Gnarled Tree or Lagoon )
• Collect 1 Encyclopedia Gnawnia from Master Burglar Mice in the Town of Gnawnia
• Collect 6 Luscious Lumbers in the Training Grounds (from Kung Fu , Monk , and Samurai mouse)
• Collect 1 Mesh Netting in S.S. Huntington IV (from Leviathan and Squeaken mouse)
• Collect 3 Ectoplasmic Essence from Ghost Mice in the Mousoleum
• Collect 3 Warp Nails from Realm Rippers (in the Forbidden Grove )
• Collect 3 Runestones from Stonework Warrior Mice (in the Jungle of Dread with Magical Havarti )
• Collect 1 Draconic Book from Whelpling Mice (in Dracano )
• Collect 1 Lich Jewel in the Balack's Cove (from Balack the Banished , Derr Lich , Elub Lich and Nerg Lich mouse)
• Craft 1 Zurreal's Folly

Note: Assignment progress will not be reset if it is smashed by the Hunter's Hammer , allowing hunters to complete another short assignment while waiting for the last Warp Nail from the Realm Ripper mouse.

• 400 Library Points
• 1 Scholar Charm

M400 Bait Research Assignment

This envelope contains a Research Assignment that will have you looking for ingredients to create the M400's irresistible fuel source: Fusion Fondue.

Research the ingredients to make the Fusion Fondue Cheese.

Requirements: 1,500 Library Points and Hunter must be Count/Countess or higher

• Derr Lich Mice
• Dojo Sensei Mice
• Draconic Warden Mice
• Elub Lich Mice
• Ethereal Librarian Mice
• Gate Guardian Mice
• Keeper Mice
• Market Guard Mice
• Market Thief Mice
• Master Burglar Mice
• Mystic Bishop Mice
• Nerg Lich Mice
• Pie Thief Mice
• Prospector Mice
• Pygmy Wrangler Mice
• Ruffian Mice
• Saloon Gal Mice
• Strawberry Hotcakes Mice
• Swarm of Pygmy Mice
• Technic Bishop Mice
• Burglar Mice
• Calalilly Mice
• Effervescent Mice
• Ethereal Thief Mice
• Granite Mice
• Lasso Cowgirl Mice
• Lumberjack Mice
• Master of the Cheese Belt Mice
• Polar Bear Mice
• Quesodillo Mice
• Snow Slinger Mice
• Ethereal Enchanter Mice
• Glass Blower Mice
• Kung Fu Mice
• Master of the Cheese Claw Mice
• Samurai Mice
• Sand Pilgrim Mice
• Shopkeeper Mice
• Snow Soldier Mice
• Thistle Mice
• Walker Mice
• Zombie Mice
• Archer Mice
• Bionic Mice
• Ethereal Engineer Mice
• Knight Mice
• Limestone Miner Mice
• Master of the Cheese Fang Mice
• Phalanx Mice
• Pocketwatch Mice
• Ravenous Zombie Mice
• Spiky Devil Mice
• Stealth Mice
• Tumbleweed Mice
• Blacksmith Mice
• Dunehopper Mice
• Gorgon Mice
• Lambent Crystal Mice
• Mage Weaver Mice
• Master of the Dojo Mice
• Monster Mice
• Pyrite Mice
• Realm Ripper Mice
• Shroom Mice
• Tome Sprite Mice
• Whelpling Mice
• 200 Library Points
• 1 Purple Tome of Wisdom (180,000 points) OR 1 Red Tome of Wisdom (270,000 points)
• Wealth Charms
• Flawed Orbs
• Simple Orbs

M400 Hunting Research Assignment

This envelope contains a Research Assignment that will have you looking for the elusive M400 prototype. Proceed with caution: This mouse is extremely dangerous and resilient. Even with the mightiest trap, it will be tough to capture. Make sure you have plenty of Fusion Fondue before attempting this assignment.

Find the location of the elusive M400 prototype and capture it.

Requirement: 1,900 Library Points , 1 Fusion Fondue and Hunter must be Count/Countess or higher

Tasks: Track down the elusive M400

This assignment consists of 10 tasks, which must be done in order. The first nine tasks each collect a Piece of M400 Intel , specifying a particular mouse, location, or both where the loot can be found. Then, in the final task, the M400 Mouse can finally be attracted in a specified location. For the final task, the hunter must use a Physical or Tactical weapon while Fusion Fondue is armed, at which point only the M400 will be attracted (even when the final task is in a location where Physical and Tactical traps normally have no effect).

• Collect 1 Piece of M400 Intel from Grunt Mice in the Derr Dunes
• Collect 1 Piece of M400 Intel from Guardian Mice in the Derr Dunes
• Collect 1 Piece of M400 Intel from Lycan Mice in the Catacombs
• Collect 1 Piece of M400 Intel from Renegade Mice in the Derr Dunes
• Collect 1 Piece of M400 Intel from Seer Mice in the Derr Dunes
• Collect 1 Piece of M400 Intel from Terror Knight Mice in the Catacombs
• Collect 1 Piece of M400 Intel from Trailblazer Mice in the Derr Dunes
• Collect 1 Piece of M400 Intel in the Seasonal Garden
• Collect 1 Piece of M400 Intel from Prospector Mice in the Claw Shot City
• Collect 1 Piece of M400 Intel from Ruffian Mice in the Claw Shot City
• Collect 1 Piece of M400 Intel from Sand Colossus Mice in the Sand Crypts
• Collect 1 Piece of M400 Intel from Scarab Mice in the Sand Crypts
• Collect 1 Piece of M400 Intel from Serpentine Mice in the Sand Crypts
• Collect 1 Piece of M400 Intel in the Iceberg
• Collect 1 Piece of M400 Intel from Conjurer Mice in the Nerg Plains
• Collect 1 Piece of M400 Intel from Conqueror Mice in the Nerg Plains
• Collect 1 Piece of M400 Intel from Defender Mice in the Nerg Plains
• Collect 1 Piece of M400 Intel from Finder Mice in the Nerg Plains
• Collect 1 Piece of M400 Intel from Master of the Cheese Belt Mice in the Meditation Room
• Collect 1 Piece of M400 Intel from Master of the Cheese Claw Mice in the Meditation Room
• Collect 1 Piece of M400 Intel from Master of the Cheese Fang Mice in the Meditation Room
• Collect 1 Piece of M400 Intel from Mystic Mice in the Elub Shore
• Collect 1 Piece of M400 Intel from Pack Mice in the Elub Shore
• Collect 1 Piece of M400 Intel from Pathfinder Mice in the Nerg Plains
• Collect 1 Piece of M400 Intel from Protector Mice in the Elub Shore
• Collect 1 Piece of M400 Intel from Scout Mice in the Elub Shore
• Collect 1 Piece of M400 Intel from Vanquisher Mice in the Elub Shore
• Collect 1 Piece of M400 Intel from Buccaneer Mice in the S.S. Huntington IV
• Collect 1 Piece of M400 Intel from Captain Mice in the S.S. Huntington IV
• Collect 1 Piece of M400 Intel from Ninja Mice in the Training Grounds
• Collect 1 Piece of M400 Intel in the Fiery Warpath
• Collect 1 Piece of M400 Intel from Cavalier Mice in the King's Gauntlet
• Collect 1 Piece of M400 Intel from Chipper Mice in the Slushy Shoreline
• Collect 1 Piece of M400 Intel from Master Burglar Mice in the Bazaar
• Collect 1 Piece of M400 Intel from Snow Slinger Mice in the Slushy Shoreline
• Collect 1 Piece of M400 Intel from Snow Sniper Mice in the Slushy Shoreline
• Collect 1 Piece of M400 Intel from Snow Soldier Mice in the Slushy Shoreline
• Collect 1 Piece of M400 Intel from Yeti Mice in the Slushy Shoreline
• Collect 1 Piece of M400 Intel from Grubling Herder Mice in the Sand Dunes
• Collect 1 Piece of M400 Intel from Magma Carrier Mice in the Jungle of Dread
• Collect 1 Piece of M400 Intel from Primal Mice in the Jungle of Dread
• Collect 1 Piece of M400 Intel from Sand Pilgrim Mice in the Sand Dunes
• Collect 1 Piece of M400 Intel from Stonework Warrior Mice in the Jungle of Dread
• Collect 1 Piece of M400 Intel from Barkshell Mice in the Twisted Garden
• Collect 1 Piece of M400 Intel from Camofusion Mice in the Twisted Garden
• Collect 1 Piece of M400 Intel from Cursed Librarian Mice in the Cursed City
• Collect 1 Piece of M400 Intel from Cursed Enchanter Mice in the Cursed City
• Collect 1 Piece of M400 Intel from Essence Collector Mice in the Lost City
• Collect 1 Piece of M400 Intel from Essence Guardian Mice in the Cursed City
• Collect 1 Piece of M400 Intel from Ethereal Enchanter Mice in the Lost City
• Collect 1 Piece of M400 Intel from Ethereal Librarian Mice in the Lost City
• Collect 1 Piece of M400 Intel from Thorn Mice in the Twisted Garden
• Collect 1 Piece of M400 Intel from Twisted Hotcakes Mice in the Twisted Garden
• Collect 1 Piece of M400 Intel from Bark Mice in the Living Garden
• Collect 1 Piece of M400 Intel from Blacksmith Mice in the Muridae Market
• Collect 1 Piece of M400 Intel from Camoflower Mice in the Living Garden
• Collect 1 Piece of M400 Intel from Mage Weaver Mice in the Muridae Market
• Collect 1 Piece of M400 Intel from Market Guard Mice in the Muridae Market
• Collect 1 Piece of M400 Intel from Realm Ripper Mice in the Forbidden Grove
• Collect 1 Piece of M400 Intel from Spice Merchant Mice in the Muridae Market
• Collect 1 Piece of M400 Intel from Strawberry Hotcakes Mice in the Living Garden
• Collect 1 Piece of M400 Intel from Thistle Mice in the Living Garden
• Collect 1 Piece of M400 Intel from Bionic Mice in the Meadow
• Collect 1 Piece of M400 Intel from Derr Lich Mice in the Balack's Cove
• Collect 1 Piece of M400 Intel from Draconic Warden Mice in the Dracano
• Collect 1 Piece of M400 Intel from Elub Lich Mice in the Balack's Cove
• Collect 1 Piece of M400 Intel from Gate Guardian Mice in the Acolyte Realm
• Collect 1 Piece of M400 Intel from Master of the Dojo Mice in the Pinnacle Chamber
• Collect 1 Piece of M400 Intel from Mystic Knight Mice in the Zugzwang’s Tower
• Collect 1 Piece of M400 Intel from Sorcerer Mice in the Acolyte Realm
• Collect 1 Piece of M400 Intel from Technic Knight Mice in the Zugzwang’s Tower
• Catch 1 M400 in the (Location) using Fusion Fondue – This (Location) could be anywhere accessible to Baron / Baroness except Toxic Spill and Fort Rox .
• 300 Library Points
• 1 Silver Tome of Wisdom (520,000 points)
• Divine Orbs
• Flawless Orbs

Event Research

The following assignments could only be obtained during specific events, although a hunter can wait as long as desired to open the item to start the assignment.

Acrostic Research Assignment

Test Your Puzzle solving ability! The mice are spreading a message and it is your job to discover it in time to stop their nefarious plans!

Requirement: Catch one Pocketwatch mouse with an Acrostic Research Assignment envelope, during the weekend event starting 26 Aug 2011.

Tasks: Catch 7 mice to spell " HITGRAB ", must be done in order.

• Catch 1 Hapless Marionette mouse
• Catch 1 Harpy mouse
• Catch 1 Hydra mouse
• Catch 1 Industrious Digger mouse
• Catch 1 Infiltrator mouse
• Catch 1 Itty-Bitty Burroughs mouse
• Catch 1 Taleweaver mouse
• Catch 1 Terror Knight mouse
• Catch 1 Troll mouse
• Catch 1 Gate Guardian mouse
• Catch 1 Golem mouse
• Catch 1 Gorgon mouse
• Catch 1 Ravenous Zombie mouse
• Catch 1 Renegade mouse
• Catch 1 Rock Muncher mouse
• Catch 1 Abominable Snow mouse
• Catch 1 Aged mouse
• Catch 1 Big Bad Burroughs mouse
• Catch 1 Bottled mouse
• Catch 1 Burglar mouse
• 1 Green Tome of Wisdom (90,000 points) OR 1 Blue Tome of Wisdom (130,000 points)
• 5 King's Credits

Advanced Terrortories Research (2013)

Available during the Halloween 2013 event.

This envelope contains a hauntingly hard Halloween research assignment! Be warned: You'll need to have already mastered the Haunted Terrortories before being able to complete all the tasks of this assignment!

Requirement: 500 Library Points

• Catch 5 Mummy Mice
• Catch 5 Pumpkin Hoarder Mice
• Catch 3 Gargoyle Mice using a Arcane trap
• Catch 3 Ooze Mice using a Arcane trap
• Catch 2 Golem Mice using a Arcane trap
• Catch 2 Gorgon Mice using a Arcane trap
• Catch 2 Ghost Mice using a Arcane trap
• Catch 2 Spectre Mice using a Arcane trap
• Catch 1 Grave Robber Mouse using Bottomless Grave
• Catch 1 Mousevina von Vermin using a Shadow trap
• Catch 1 Swamp Thang Mouse
• Catch 2 Gourdborg
• Catch 1 Titanic Brain-Taker using Brain Extractor ( Maniacal Brain Extractor cannot be used to complete this task)
• 40 Library Points
• 16-19 Spooky Charms
• 9-11 Brain Charms
• 2-3 Halloween Candies

Advanced Terrortories Research (2014)

Available during the Halloween 2014 event.

This envelope contains a hauntingly hard Halloween research assignment.

• Catch 1 Tricky Witch
• One of the following:
• Catch 5 Mummy
• Catch 5 Pumpkin Hoarder
• Catch 3 Gargoyle with an Arcane trap
• Catch 3 Ooze with an Arcane trap
• Catch 2 Golem with an Arcane trap
• Catch 2 Gorgon with an Arcane trap
• Catch 2 Ghost with an Arcane trap
• Catch 2 Spectre with an Arcane trap
• Catch 1 Mousevina von Vermin
• Catch 1 Swamp Thang
• Catch 1 Titanic Brain-Taker
• Catch 1 Grave Robber with the Bottomless Grave trap
• Catch 1 Mousataur Priestess
• 15-20 Spooky Charms
• 8-13 Brain Charms
• 5-10 Halloween Candies
• 3-5 Candy Corn Cheese
• 3-5 Ghoulgonzola Cheese

Catalog Halloween Mice (2013)

This envelope contains a haunting halloween research assignment that will have you capture various halloween themed mice!

• Catch 2 Hollowhead Mice
• Catch 2 Mutated Brown Mice
• Catch 2 Mutated Grey Mice
• Catch 2 Mutated White Mice
• Catch 2 Wild Chainsaw Mice
• Catch 3 Bat Mice
• Catch 3 Ghost Mice
• Catch 3 Giant Snail Mice
• Catch 1 Lycan Mouse
• Catch 1 Monster Mouse
• Catch 2 Golem Mice
• Catch 1 Cobweb Mouse
• Catch 1 Grave Robber Mouse
• Catch 1 Sugar Rush Mouse
• Catch 1 Zombot Unipire Mouse
• Catch 2 Ravenous Zombie Mice
• Catch 3 Gluttonous Zombie Mice
• Catch 3 Zombie Mice
• Catch 1 Gourdborg
• 1 Green Tome of Wisdom (90,000 points) or Yellow Tome of Wisdom (45,000 points)
• 8-10 Spooky Charms
• 4-7 Brain Charms
• 1 Halloween Candy

Catalog Halloween Mice (2014)

This envelope contains a haunting Halloween research assignment that will have you capture various spooky mice!

• Catch 2 Mutated White
• Catch 2 Mutated Brown
• Catch 2 Hollowhead
• Catch 2 Wild Chainsaw
• Catch 3 Giant Snail
• Catch 3 Ghost
• Catch 3 Bat
• Catch 2 Golem
• Carch 1 Lycan
• Catch 1 Monster
• Catch 1 Grave Robber
• Catch 1 Sugar Rush
• Catch 1 Cobweb
• Catch 3 Zombie
• Catch 3 Gluttonous Zombie
• Catch 2 Ravenous Zombie
• Catch 1 Zombot Unipire
• 5-10 Spooky Charms
• 5-10 Brain Charms
• 1-3 Candy Corn Cheese
• 1-3 Ghoulgonzola Cheese

Charming Study Research Assignment

This envelope contains a study to be completed concerning the charms found in the Haunted Terrortories and the mice they belong to.

• Catch 1 Candy Cat
• Catch 1 Candy Goblin
• Catch 2 Grey Recluse
• Catch 3 Shortcut
• Catch 4 Zombie with Super Brain Charms
• Catch 3 Ravenous Zombie with Super Brain Charms
• Catch 2 Gluttonous Zombie with Super Brain Charms
• Catch 1 Zombot Unipire with Super Brain Charms
• Catch 3 Mutated Brown with Spooky Charms
• Catch 3 Mutated White with Spooky Charms
• Catch 3 Vampire with Spooky Charms
• Catch 2 Monster with Spooky Charms
• Catch 1 Lycan with Spooky Charms
• 1-3 Candy Charms
• 1-3 Shortcut Charms
• 3-4 Super Brain Charms
• 2-4 Candy Corn Cheese
• 2-4 Ghoulgonzola Cheese

Extra Spooky Research Assignment

This envelope contains an Extra Spooky research assignment! The spookiest mice of the Haunted Terrortories. Be Warned: The power of the Skello-ton Base is required to finish this assignment.

Requirement: 500 Library Points and Skello-ton Base

• Catch 1 Hollowhead
• Catch 1 or 2 Mutated Brown
• Catch 1 or 2 Mutated White
• Catch 1 or 2 Mutated Grey
• Catch 5 Zombie
• Catch 1 Steel
• Catch 1 Spirit Light
• Catch 1 Pumpkin Hoarder
• Catch 1 Wild Chainsaw
• Two of the following: (Requirement may give the Hunter the same task twice)
• Catch 1 Brawny
• Catch 1 Greyrun
• Catch 1 Supernatural
• Catch 1 Excitable Electric
• Catch 1 Micro
• Catch 1 Dream Drifter
• Catch 1 Raw Diamond
• Catch 1 Mighty Mole
• Catch 3 Wealth Mouse
• Catch 1 Hollowed
• 15-20 Extra Spooky Charms
• 8-12 Super Brain Charms
• 1-5 Riftiago Potions
• 1-3 Rift Candies
• 5-10 Candy Corn Cheese
• 5-10 Ghoulgonzola Cheese

History and Trivia

• Library Assignments were first started and completed on 9 August 2011, the same day that the Crystal Library was released.
• From 9 to 22 August 2011, the Zurreal Research envelope was not available, and instead gave the following message:
• As of 4th May, the usage of Attraction Charm for a task was replaced by Lucky Power Charm .

Image links

• Advanced Terrortories Research
• Catalog Haunted Mice Assignment
• Catalog Library Mice, Library Research, Zugzwang Research, Furoma Research & Advanced Zugzwang Research
• M400 Bait Assignment

External Links

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NEW! First Assignment Guide to AI Tools

Are you using or curious about Artificial Intelligence (AI)? We've created a brand new guide giving you the answers on how to use AI tools to support your study and research. The guide introduces reactive AI and generative AI, provides links to relevant University policy, and offers insights and case studies.  

Read Our AI Guide

Wondering if you can you use Wikipedia, social media, or AI tools like Chat GPT to do research? Your library team are here to help! 

We have guidance on finding the right kinds of materials and tools for your research in the " Types of information " section of your "First Assignment" tool. This guide explores different sources of information, how they might be useful and what to avoid when researching for assignments.

One of the big questions on all of our minds at the moment is Generative AI, what is it, can we use it, how should we use it? You will find a dedicated section in the Types of information guide which deals with Artificial intelligence. This AI tools page aims to explain the difference between reactive and generative AI and unpack UEA policy around the use of AI in study and research. 

Visit the AI tools page to find out more on:

•    What are AI tools?  •    What is the UEA policy on the use of generative AI?  •    What are the limitations of using generative AI in study and research?  •    Green light ideas for using generative AI  •    Red light activities where you shouldn’t use generative AI  •    Creating prompts to assist study and research. 

If you’re interested in this topic and want to quiz our team beyond the AI tools guide you can also reach out to your Academic Librarian via the details on their subject guide .

You can also find more tips, tricks and advice on our First Assignment site to help you succeed with your academic work! 

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Morbi tristique senectus et netus et malesuada fames. Vitae semper quis lectus nulla at volutpat diam ut. Accumsan sit amet nulla facilisi morbi tempus iaculis. Lectus quam id leo in vitae turpis. Nascetur ridiculus mus mauris vitae ultricies. Iaculis at erat pellentesque adipiscing. Cursus metus aliquam eleifend mi in nulla. Donec ac odio tempor orci dapibus. Egestas sed tempus urna et pharetra pharetra. Nisi lacus sed viverra tellus in hac habitasse. Integer vitae justo eget magna fermentum iaculis eu non. Massa placerat duis ultricies lacus. Felis imperdiet proin fermentum leo vel orci porta. Aliquam sem et tortor consequat id porta nibh venenatis. Amet luctus venenatis lectus magna fringilla urna. Faucibus interdum posuere lorem ipsum dolor sit amet consectetur adipiscing. Proin nibh nisl condimentum id venenatis. Eleifend donec pretium vulputate sapien nec. Massa placerat duis ultricies lacus. Ridiculus mus mauris vitae ultricies leo integer malesuada.

Est pellentesque elit ullamcorper dignissim cras tincidunt lobortis feugiat. Accumsan lacus vel facilisis volutpat. Auctor elit sed vulputate mi sit amet mauris. Ullamcorper morbi tincidunt ornare massa. Eu non diam phasellus vestibulum lorem sed risus. Mattis aliquam faucibus purus in massa. Facilisis volutpat est velit egestas dui. Ut tristique et egestas quis. Scelerisque eu ultrices vitae auctor eu. Et egestas quis ipsum suspendisse ultrices gravida dictum fusce.

Vitae proin sagittis nisl rhoncus mattis rhoncus. Amet venenatis urna cursus eget nunc scelerisque. Arcu bibendum at varius vel pharetra vel. Malesuada fames ac turpis egestas integer eget aliquet nibh. Dapibus ultrices in iaculis nunc sed. Amet tellus cras adipiscing enim eu. Pellentesque massa placerat duis ultricies lacus sed turpis. Pellentesque sit amet porttitor eget dolor morbi. Et netus et malesuada fames ac. Ipsum dolor sit amet consectetur adipiscing. Cursus turpis massa tincidunt dui ut. Eu turpis egestas pretium aenean pharetra magna ac placerat. Condimentum lacinia quis vel eros donec ac odio tempor orci. Ultrices eros in cursus turpis. Ut eu sem integer vitae justo eget magna fermentum.

Scelerisque mauris pellentesque pulvinar pellentesque. Dictum non consectetur a erat nam. In massa tempor nec feugiat. Eu scelerisque felis imperdiet proin fermentum leo vel. Tempus urna et pharetra pharetra massa massa ultricies. Netus et malesuada fames ac turpis egestas maecenas. Commodo viverra maecenas accumsan lacus vel. Tristique nulla aliquet enim tortor at auctor urna nunc id. Est placerat in egestas erat imperdiet. Tortor at auctor urna nunc id cursus metus aliquam eleifend. Consectetur libero id faucibus nisl tincidunt eget nullam. Mus mauris vitae ultricies leo integer. Risus in hendrerit gravida rutrum quisque non tellus orci ac. Gravida dictum fusce ut placerat orci nulla pellentesque dignissim. Pharetra vel turpis nunc eget lorem dolor sed viverra ipsum. Faucibus a pellentesque sit amet porttitor.