1. Using Evidence to Bridge the 12-13 Gap
Patricia Owen
Megan Oakleaf
OELMA
October 2008

2. Are your seniors ready for college-level research? A. Yes B. No
Owen & Oakleaf, 2008

3. What information literacy skills do they struggle with. A
What information literacy skills do they struggle with? A. Determining research questions/topics B. Locating information C. Evaluating information D. Using information ethically E. More than one of the above
Owen & Oakleaf, 2008

4. What TLs Know About their Seniors
Only 51% of TLs believe students are achieving desired levels of information literacy (Islam & Murno).
Are your seniors ready for college-level research?
What information literacy skills do they struggle with?
Owen & Oakleaf, 2008

5. Overview What college faculty say freshman students don’t do
What IL skills some college freshmen are expected to use in their first semester in college
How to find out what IL skills your high school seniors will be expected to use in their first semester in college
How to digest your findings (evidence) & determine what skills to teach
Additional ways to use evidence to bridge the gap
Owen & Oakleaf, 2008

6. Challenge – Teaching it All What College Faculty Say Freshman Students Don’t Do
GENERAL
Don’t know what they don’t know
Don’t know who to ask for research help (Daniel)
Don’t understand library jargon, ex. “full text” (Daniel)
Owen & Oakleaf, 2008

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

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

9. Challenge – Teaching it All What College Faculty Say Freshman Students Don’t Do
EVALUATING INFORMATION
Don’t weed through search results to find adequate and accurate information
Don’t evaluate information using standard evaluation criteria
Don’t distinguish between popular and scholarly articles (Matorana)
Don’t disregard inadequate or inaccurate information
Owen & Oakleaf, 2008

10. Challenge – Teaching it All What College Faculty Say Freshman Students Don’t Do
USING INFORMATION
Don’t synthesize, communicate, and argue an thesis using evidence (Fitzgerald)
Don’t analyze data and statistics
Don’t represent, analyze, and critique the ideas of others ethically
Don’t write without plagiarizing (accidentally or otherwise), ex. use in-text citations
Don’t cite sources properly using multiple citation styles, ex. Citation Builder
Owen & Oakleaf, 2008

11. What Students & Their Instructors 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)
Owen & Oakleaf, 2008

12. 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)
Owen & Oakleaf, 2008

13. What Higher Education Expects
HABITS OF MIND
Curiosity & spirit of inquiry
Ability to ask questions & maintain healthy skepticism
Willingness to experiment
Willingness to participate in intellectual discussions
Respect for other perspectives & ability to challenge personal beliefs
(California Study in Fitzgerald)
Owen & Oakleaf, 2008

14. What Higher Education Expects
AASL STANDARDS (New)
Inquire, think, & gain knowledge.
Draw conclusions, make informed decisions, apply knowledge to new situations, & create new knowledge.
Share knowledge & participate ethically & productively as members of our democratic society.
Pursue personal and aesthetic growth.
Owen & Oakleaf, 2008

15. What Higher Education Expects
ISTE National Educational Technology Standards (NET.S)
Creativity & innovation
Communication & collaboration
Research & information fluency
Critical thinking, problem solving & decision making
Digital citizenship
Technology operations & concepts
Owen & Oakleaf, 2008

16. What Higher Education Expects
Partnership for 21st Century Skills
Core Subjects & 21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills

17. What skills do students need in their first semester in college?
Owen & Oakleaf, 2008

18. Meeting the Challenge… With Evidence
Use a step-by-step, evidence-based process to determine the skills emphasized at the colleges your students attend
Owen & Oakleaf, 2008

19. Syllabus Study at NCSU
Identified random sample of 10% of first-year students (n=350)
Retrieved course schedules from registrar
Contacted professors & depts, checked course websites
Located all course syllabi for 139 students
Analyzed syllabi; identified what resources students need to complete assignments
VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries  
Owen & Oakleaf, 2008

20. % of Students Required to Find Specific Resources Types
Digesting the Evidence Resource Types 1st Semester, 1st Year Students Must Use
% of Students Required to Find Specific Resources Types
VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries  
Owen & Oakleaf, 2008

21. % of Students Required to Find Multiple Resource Types
Digesting the Evidence Number of Resources 1st Semester, 1st Year Students Must Use
% of Students Required to Find Multiple Resource Types
VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries  
Owen & Oakleaf, 2008

22. What skills do YOUR STUDENTS need in their first semester in college?
Owen & Oakleaf, 2008

23. Step-by-Step & Evidence-Based
Identifying Colleges
Who to contact
What to ask
Contacting Colleges
Using Your Findings As Evidence
Digesting your findings
Determining skills to teach
Documenting & reporting the results
Owen & Oakleaf, 2008

24. Identifying Colleges Who to contact What to ask Guidance counselors
Students
What to ask
What colleges do most of our students attend? (counselors)
What college do you intend to attend? (students)
Owen & Oakleaf, 2008

25. Identifying Colleges – Examples
Wooster High School
Ohio University, Ohio State University, Malone College, Wayne College & University of Akron
Zanesville High School
Ohio University (Zanesville), Zane State College, Muskingum College, Ohio State University
Vermilion High School
University of Toledo, Lorain County Community College, Bowling Green State University, Ohio State University
Talawanda High School
Miami University (all campuses), Ohio State University, Ohio University, Eastern Kentucky University
Owen & Oakleaf, 2008

26. Contacting Colleges Who to contact What to ask English Departments
Administrative Assistants of Composition Programs
Reference Departments
Instruction Coordinators, FYE Librarians
What to ask
Where do you keep syllabi for the first-year writing course? (English)
Do you have access to student syllabi? (Library)
Can you request access (registrar, learning management systems, departmental offices) to the syllabi? (Library)
Owen & Oakleaf, 2008

27. Contacting Colleges – Examples
Miami University
Go to the “College Composition Office” in the Department of English
336 Bachelor Hall
Ask to see syllabi. Don’t 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, Have “a million” sample syllabi.
Owen & Oakleaf, 2008

28. Using Your Evidence Digesting your evidence
Determining skills to teach
Using & reporting results
Owen & Oakleaf, 2008

29. Digesting the Evidence
Owen & Oakleaf, 2008

30. NCSU Example In the 1st semester, 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  
Owen & Oakleaf, 2008

31. Determining Skills to Teach & Using Evidence to Bridge the 12-13 Gap
Owen & Oakleaf, 2008

32. 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 21st C Skills
Research evidence about what 1st semester college freshmen need to know, LEGITIMIZED IN EYES OF TEACHERS/STUDENTS

33. EHS Example Determine teaching opportunities
12th grade, college professor/librarian visit
1st experience, learned from failure
2nd 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. EHS Example Determine teaching opportunities, cont’d.
9th grade, revise September orientation
TRAILS assessment (test 8th 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. 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
Owen & Oakleaf, 2008

36. 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
Owen & Oakleaf, 2008

37. 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
Owen & Oakleaf, 2008

38. 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
Owen & Oakleaf, 2008

39. 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
Owen & Oakleaf, 2008

40. What else can I do?
Owen & Oakleaf, 2008

41. Focus on Students
Share resources aimed at smoothing the transition. or
Create a one-page handout summarizing expectations of first-year college students & share it with students and parents (Burhanna & Jensen).
Give students practice dealing with unstructured assignments requiring use of complex resources (Daniel).
Create planned, systematic, and cumulative IL instruction programs (Jackson & Hansen).
Remember that high school library use is a predictor of college library use (Jackson & Hansen).
Encourage positive library attitudes (Boatman in Fitzgerald).
Owen & Oakleaf, 2008

44. Focus on Teachers
Inform teachers about the role of information literacy in national & state academic content standards (Bielich & Page qtd in Islam & Murno).
Identify classroom teachers who incorporate inquiry-based learning or other types of research projects & create finding aids that include local college resources. If possible, partner with teachers to design field trips to academic libraries.
Work to train pre-service teachers (Islam & Murno).
Owen & Oakleaf, 2008

45. Focus on Administrators
Document & report your results
Emphasize benefits to administrators (Hull & Taylor qtd in Islam & Murno)
Community relations
Enhanced public image
Recruitment/admission
Owen & Oakleaf, 2008

46. Focus on College Collaborations
Introduce yourself to your college counterparts
Communicate (Martorana, Daniel) & create shared physical & virtual discussion spaces (Jackson & Hansen)
Site visits
Meetings & conferences
Representation on library advisory groups
Listservs
Websites
Collaborate to develop IL partnerships (Nichols)
Lesson plans
Finding aids (Jackson & Hansen).
Workshops (for students, teachers, other librarians)
Videos
Assessment
Borrowing privileges
Owen & Oakleaf, 2008

47. Basis for Collaboration with College 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)
Owen & Oakleaf, 2008

48. Using Evidence to Bridge the 12-13 Gap
Patricia Owen
Megan Oakleaf
OELMA
October 2008

49. For More Information Owen & Oakleaf, 2008
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
Owen & Oakleaf, 2008

50. For More Information Owen & Oakleaf, 2008
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
Owen & Oakleaf, 2008