This paper aims to explore how collaborative research assignment design consultations between instruction librarians and new graduate teaching assistants (GTAs) have the potential to improve the design of research assignments for first-year writing courses.,The author conducted a small number of questionnaires and structured interviews with first-time GTAs who serve as first-year composition instructors to explore their conceptions about teaching researched writing. Thematic analysis of the results of these qualitative instruments led to the design of a new framework for working with incoming cohorts of GTAs at her institution prior to the start of each fall semester.,New GTAs often emphasize strict source type parameters in research assignment design and expect their students to engage in expert research behaviors. Emphasizing the assignment design expertise of instruction librarians during new GTA orientation may lead to more assignment design consultations with first-time college writing instructors. Collaborative assignment design consultations between librarians and GTAs can improve the alignment of research assignment parameters with their shared goals for students' research and writing skills and habits of mind, including seeing research and writing as iterative and inquiry-based processes.,While not every instruction librarian works with GTAs, working with instructors to collaboratively design research assignments that shift focus away from using specific search tools and locating particular types of sources opens possibilities for what librarians are able to achieve in one-shot instruction sessions, in terms of both lesson content and pedagogical strategies used.,The existing literature on first-year writing addressing faculty and librarian assignment design collaborations, and research assignments more generally, does not often explicitly examine the experiences of librarians who primarily work with GTAs. This paper adds to this literature by highlighting specific obstacles and unique opportunities in librarian–GTA teaching partnerships in first-year writing courses.

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在同一页面上：与研究生教学助理的协作研究任务设计

本文旨在探讨指导图书馆员和新的研究生教学助理（GTA）之间的协作研究任务设计咨询如何具有改善一年级写作课程研究任务设计的潜力。作者进行了少量问卷调查，并结构化采访第一年的GTA，他们担任第一年的作文指导，以探讨他们对研究写作教学的观念。对这些定性工具的结果进行主题分析，导致在每个秋季学期开始之前，设计了一个新的框架来与她所在机构的即将来临的GTA团队合作。新的GTA在研究任务设计和评估中经常强调严格的源类型参数。希望他们的学生从事专家研究行为。在新的GTA入职培训期间强调教学图书馆员的作业设计专业知识，可能会导致与初次大学写作老师进行更多的作业设计咨询。图书馆员和GTA之间的协作式作业设计咨询可以改善研究作业参数与学生学习和写作技能及心智习惯的共同目标的一致性，包括将研究和写作视为基于迭代和探究的过程。馆员与GTA合作，与讲师合作设计研究任务，从而将重点从使用特定的搜索工具转移到特定类型的资源上，这为馆员在一次完整的教学会议中实现的目标提供了可能性，就课程内容和所采用的教学策略而言。现有的关于一年级写作的文献涉及教师和图书馆员的作业设计合作，以及更广泛的研究任务，因此，通常不会明确地考察主要与GTA合作的图书馆员的经历。本文通过强调在第一年写作课程中图书馆员与GTA的教学合作中的具体障碍和独特机会，来补充这些文献。