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Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf Patricia Owen ALAO October 2008.

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Presentation on theme: "Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf Patricia Owen ALAO October 2008."— Presentation transcript:

1 Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf Patricia Owen ALAO October 2008

2 Agenda What College Students Dont Do Gathering Evidence about 1 st Sem, 1 st Year Students Gathering Your Own Evidence Using Evidence to Build K-16 Partnerships Oakleaf, Owen 2008

3 Challenge – Teaching it All What College Faculty Say Students Dont Do GENERAL Dont know what they dont know Dont know who to ask for research help (Daniel) Dont understand library jargon, ex. full text (Daniel)

4 Oakleaf, Owen 2008 Challenge – Teaching it All What College Faculty Say Students Dont Do RESEARCH PROCESS & QUESTIONS Dont follow research process steps, ex. info lit model (Daniel) Dont estimate time required for research, ex. ILL (Daniel) Dont define a research question or topic thats not shallow or pop (Daniel; California Study in Fitzgerald)

5 Oakleaf, Owen 2008 Challenge – Teaching it All What College Faculty Say Students Dont Do SEARCHING FOR INFORMATION Dont find different formats of information (Daniel) Dont understand that web search engines rarely locate college-appropriate information Dont distinguish between OPACs and online databases (Islam & Murno) Dont conduct effective searches (Daniel) using: – Keywords, alternate search terms – Boolean terms, ex. AND, OR – Controlled vocabulary, subj. headings – Field searching, ex. author, title Dont interpret search results Dont find full text of articles Dont find books using Library of Congress (LC) classification, not Dewey (Daniel) Dont use reference books in the library (Quarton in Fitzgerald) Dont regroup when first attempts to find resources dont work, ex. try different database (Daniel)

6 Oakleaf, Owen 2008 Challenge – Teaching it All What College Faculty Say Students Dont Do EVALUATING INFORMATION Dont weed through search results to find adequate and accurate information Dont evaluate information using standard evaluation criteria Dont distinguish between popular and scholarly articles (Matorana) Dont disregard inadequate or inaccurate information

7 Oakleaf, Owen 2008 Challenge – Teaching it All What College Faculty Say Students Dont Do USING INFORMATION Dont synthesize, communicate, and argue an thesis using evidence (Fitzgerald) Dont analyze data and statistics Dont represent, analyze, and critique the ideas of others ethically Dont write without plagiarizing (accidentally or otherwise), ex. use in-text citations Dont cite sources properly using multiple citation styles, ex. Citation Builder

8 Oakleaf, Owen 2008 What Higher Education Expects Experience with computer technology & internet research Sophisticated reading skills including criticism, analysis, & inquiry Ability to analyze data, information, & personal beliefs Ability to conduct disciplined, planned inquiry Evaluation skills using criteria such as clarity, accuracy, precision, relevance, depth, breadth, logic, significance, & fairness Synthesis skills & ability to relate prior knowledge to new information Ability to formulate, communicate, and argue an assertion with evidence Ability to represent, analyze, & criticize the ideas of others ethically & with proper documentation Ability to work alone, drawing on helpful resources (California Study in Fitzgerald)

9 Oakleaf, Owen 2008 The Challenge IN REALITY, STUDENTS FALL SHORT Students today are less able to tackle difficult questions, much less curious, and less willing to engage in difficult thinking (Fitzgerald). Students expect information to be immediately available and presented in a USA Today format short and devoid of detail (Barefoot). Estimated 2/3 of first-year students cannot adequately analyze information or arguments (Fitzgerald). Estimated 2/3 of first-year students cannot adequately synthesize information from multiple sources (Fitzgerald). Few first-year college students can easily distinguish fact from fiction in online and print sources, and even fewer have ever been exposed to the scholarly resources that can be found in a college or university library (Barefoot). A minority of first-year students can evaluate online resources (Fitzgerald).

10 Oakleaf, Owen 2008 What College Students & Their Professors Think 40% of college students say there are gaps in their ability to do research. – 10% say they are struggling 59% of college instructors are dissatisfied with the preparation of public high school graduates to do research. – 24% are very dissatisfied (Rising to the Challenge Study)

11 Oakleaf, Owen 2008 The Challenge FALLING SHORT HAS CONSEQUENCES Half the students entering college in the 21 st century will fail to earn a degree (Carr & Rockman). A contributing factor of that failure is inability to find and use information effectively (Carr & Rockman). Students who drop out of college, do so predominantly in the first year (Fitzgerald). College retention rates are declining, and levels of remediation are rising (Burhanna & Jensen).

12 Agenda Gathering Evidence about 1 st Sem, 1 st Year Students Oakleaf, Owen 2008

13 Gathering Evidence on First Semester, First-Year Students Random student sample, 10% of first-year students (n=350), generated by registrar Syllabus study methodology Syllabi gathered from learning management systems, department offices, professors Analysis of research resources required to complete assignments VanScoy, Amy and Megan Oakleaf. Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries

14 Oakleaf, Owen 2008 Digesting the Evidence Resource Types 1 st Semester, 1 st Year Students Must Use % of Students Required to Find Specific Resources Types When Complete Course Assignments Are Known (n=139) VanScoy, Amy and Megan Oakleaf. Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries

15 Oakleaf, Owen 2008 Digesting the Evidence Resource Types 1 st Semester, 1 st Year Students Must Use % of Students Required to Find Specific Resources Types When Partial Course Assignments Are Known (n=350) VanScoy, Amy and Megan Oakleaf. Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries

16 Oakleaf, Owen 2008 Digesting the Evidence Resource Types 1 st Semester, 1 st Year Students Must Use % of Students Not Enrolled in English 101 Required to Find Specific Resources Types (n=197) VanScoy, Amy and Megan Oakleaf. Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries

17 Oakleaf, Owen 2008 Digesting the Evidence Number of Resources 1 st Semester, 1 st Year Students Must Use % of Students Required to Find Multiple Resource Types When All Course Assignments Are Known (n=139) VanScoy, Amy and Megan Oakleaf. Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries

18 Oakleaf, Owen 2008 NCSU Example In the 1 st semester, first-year students must: Find websites (95%) Find articles (94%) Find books (85%) Find reference books (40%) Find data/statistics (40%) VanScoy, Amy and Megan Oakleaf. Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries

19 Oakleaf, Owen 2008 Finding Websites MINIMUM SKILLS REQUIRED: Choose search engines Construct sophisticated searches Evaluate websites using criteria Incorporate information into paper/project Cite according to required style guide

20 Oakleaf, Owen 2008 Finding Articles MINIMUM SKILLS REQUIRED: Navigate library website Choose an appropriate online database Construct sophisticated searches Distinguish popular & scholarly articles Evaluate articles using criteria Incorporate information into paper/project Cite according to required style guide

21 Oakleaf, Owen 2008 Finding Books MINIMUM SKILLS REQUIRED: Navigate library website Identify OPAC Construct sophisticated searches Evaluate books using criteria Use call numbers (LC) Incorporate information into paper/project Cite according to required style guide

22 Oakleaf, Owen 2008 Finding Reference Books MINIMUM SKILLS REQUIRED: Navigate library website Identify OPAC Construct sophisticated searches limiting to Reference Evaluate reference books using knowledge of reference book types & evaluation criteria Use call numbers (LC) Incorporate information into paper/project Cite according to required style guide OR… Locate reference area in library Use call numbers (LC) to browse subject area Cite according to appropriate style guide

23 Oakleaf, Owen 2008 Finding Data & Statistics MINIMUM SKILLS REQUIRED: Identify sources of data & statistics Who would care about this information enough to keep statistics on it? Locate sources via web, online databases, OPAC, or reference sources Interpret data & statistics Evaluate data & statistics using criteria Incorporate information into paper/project Cite according to required style guide

24 Agenda Gathering Your Own Evidence Oakleaf, Owen 2008

25 Gathering Your Own Evidence Complete IRB forms (exempt status?) Contact registrar, request schedules (courses & sections) of random student sample (omit P.I.I.) Collect course syllabi – Contact faculty or dept offices – Gain access to learning management system Devise plan for analyzing/organizing information gleaned from syllabi Summarize findings

26 Oakleaf, Owen 2008 Getting Started with Locating ENG Syllabi Miami University – Go to the College Composition Office in the Department of English – 336 Bachelor Hall – Ask to see syllabi. Dont go on Thursdays! Ohio University – Go to Department of English. – 360 Ellis Hall. – Ask to see syllabi for ENG 151, 152, 153 in 3-ring binder. Bowling Green State University – Go to the General Studies Writing Department – 215 East Hall. – Ask to see syllabi for ENG 110, 111, 112. Have a million sample syllabi.

27 Agenda Using Evidence to Build K-16 Partnerships Oakleaf, Owen 2008

28 Basis for Collaboration with School Librarians Shared vision Common goals (AASL/ACRL Standards) Overlapping user populations Similar need to work with classroom faculty Similar desire to support student academic work Climate of trust & mutual respect Personal value for all parties (Muronga & Harada qtd in Jackson & Hansen, Jackson & Hansen)

29 Oakleaf, Owen 2008 A Partnership to Prepare K-16 Students Seek out SLMS partners, especially at feeder high schools. Share evidence & skills needed to complete college assignments. Align needed skills with K-16 academic content standards. Identify K-16 student skill weaknesses to be addressed. Formulate plans for instruction.

30 Oakleaf, Owen 2008 Using Evidence to Build K-16 Partnerships COMMUNICATION Introduce yourself to your school librarian counterparts Communicate (Martorana, Daniel) & create shared physical & virtual discussion spaces (Jackson & Hansen) – Site visits – Meetings & conferences – Representation on library advisory groups – Listservs – Websites (Nichols, Jackson & Hansen)

31 Oakleaf, Owen 2008 Using Evidence to Build K-16 Partnerships INSTRUCTIONAL PARTNERSHIPS Workshops (for students, teachers, other librarians) Lesson plans Site visits (to high school & college libraries) Representation on library advisory groups Assessment Circulation policies (Nichols, Jackson & Hansen)

32 Oakleaf, Owen 2008 EHS Example GOAL: Revise lessons 6-12 to focus instruction on essential IL student skills (12-13, Gr 9 orientation) Identify skills – K-12 Lib Media ACS, AASL, ISTE, Partnership for 21 st C Skills – Research evidence about what 1 st semester college freshmen need to know, LEGITIMIZED IN EYES OF TEACHERS/STUDENTS

33 Oakleaf, Owen 2008 EHS Example Determine teaching opportunities – 12 th grade, college professor/librarian visit 1 st experience, learned from failure 2 nd experience – September launch – Checklist as guide (LC on reverse) – Print version – scholarly journals & popular magazines – Compared INFOhio & OhioLINK databases – Follow up with assignment (Humanities Index)

34 Oakleaf, Owen 2008 EHS Example Determine teaching opportunities, contd. – 9 th grade, revise September orientation TRAILS assessment (test 8 th graders (?) and exiting seniors) – Provide library portal links about info lit (ex. KnightCite, Citation Builder) 2-3 year goal for info lit instruction 6-12 – Revise all class visits & assignments

35 Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf Patricia Owen ALAO October 2008

36 Oakleaf, Owen 2008 For More Information ACRL/AASL Blueprint for Collaboration Barefoot Bridging the Chasm: First-Year Students and the Library Chronicle of Higher Education Carr & Rockman Information Literacy Collaboration: A Shared Responsibility American Libraries 2003 Daniel High School to University: What Skills do Students Need? Information Rich but Knowledge Poor? Emerging Issues for Schools and Libraries Worldwide 1997 Fitzgerald Making the Leap from High School to College (includes California, Dunn, & University Success study summaries) Knowledge Quest 2004 Hartman Understandings of Information Literacy: The Perceptions of First Year Undergraduate Students at the University of Ballarat Australian Academic & Research Libraries 2001 Islam & Murno From Perceptions to Connections: Informing Information Literacy Program Planning in Academic Libraries Through Examination of High School Library Media Center Curricula College & Research Libraries 2006

37 Oakleaf, Owen 2008 For More Information Jackson & Hansen Creating Collaborative Partnerships: Building the Framework Reference Services Review 2006 Martorana, et al Bridging the Gap: Information Workshops for High School Teachers Research Strategies 2001 Nichols, et al Building a Foundation for Collaboration: K-20 Partnerships in Information Literacy Libraries Beyond Their Institutions: Partnerships that Work 2005/6 Pathways to Academic Libraries Rising to the Challenge Transitioning to College VanScoy & Oakleaf "Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction College and Research Libraries 2008


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