The time requirements of outreach plans, such as visiting stores ahead of time to get permission to place the appeal containers, appropriate times to make telephone calls, and students' belated realization that most of the action had to take place beyond school hours, resulted in some incompleted plans. Students were more used to teacher-instituted incremental deadlines than to independenty planning and executing projects. In-process teacher monitoring of the planning sheets had been intended but was not implemented. Brainstormed webs were created at three points in time, beginning, mid-point, and end, and assessed developmentally. Using research in role-playing and in developing a survey were assessed.
Students can profit by reflecting upon their general progress while in the middle of researching.
Expect students to verbalize these successes and frustrations with a group, with a supervisor, with themselves. As feedback to these mid-point reflections, librarians can again model and verbalize strategies that pertain to identified needs. Such monitoring provides help when needed, and usually results in improved skills and better products. Assessing a student's information literacy process automatically assesses the instructional program. The next mid-point check would reveal how effective changes were, if at all, and for whom.