Arguing that the primary means of integrating the library with classroom instruction is the library assignment or research paper, this paper takes a practical look at what constitutes an effective library assignment. It begins by debunking various misconceptions about the library and students' library skills which tend to undermine library assignments from the start. Some typical ineffective library assignments are then examined and improvements are suggested. These include deliberately giving students "impossible" assignments, referring an entire class to a single article without placing it on reserve, or assigning students trivial questions to answer as evidence of their library research. Finally, some ways of making library assignments an integral and stimulating part of students' undergraduate experience are suggested. Generally, it is suggested that effective library assignments are best developed using real problem-solving assignments rather than concocting artificial ones, and involving the librarian in the development--and possibly the presentation--of the assignment. (3 bibliographic notes/references) (EW)