Transcript Slide 1

Using Evidence
to Bridge
the 12-13 Gap
Patricia Owen
Megan Oakleaf
OELMA
October 2008
www.infowen.info
Are your seniors
ready for collegelevel research?
A. Yes
B. No
Owen & Oakleaf, 2008
What information literacy skills
do they struggle with?
A.
B.
C.
D.
E.
Determining research questions/topics
Locating information
Evaluating information
Using information ethically
More than one of the above
Owen & Oakleaf, 2008
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
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
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
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
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
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
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
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
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
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
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
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
What Higher Education
Expects
Partnership for 21st Century Skills
• Core Subjects & 21st Century Themes
• Learning & Innovation Skills
• Information, Media, & Technology Skills
• Life & Career Skills
www.21stcenturyskills.org
What skills do
students need in
their first
semester in
college?
Owen & Oakleaf, 2008
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
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 CurriculumIntegrated Information Literacy Instruction." College and Research Libraries. 2008.
Owen & Oakleaf, 2008
Digesting the Evidence
Resource Types 1st Semester, 1st Year Students Must Use
100
94
95
85
90
80
70
60
% 50
40
40
reference books
data & stats
40
30
20
10
0
articles
websites
books
% of Students Required to Find Specific Resources Types
VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan CurriculumIntegrated Information Literacy Instruction." College and Research Libraries. 2008.
Owen & Oakleaf, 2008
Digesting the Evidence
Number of Resources 1st Semester, 1st Year Students Must
Use
100
100
96
89
90
80
70
60
52
% 50
40
26
30
20
10
0
at least one
two or more
three or more
four or more
all types
% of Students Required to Find Multiple Resource Types
VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan CurriculumIntegrated Information Literacy Instruction." College and Research Libraries. 2008.
Owen & Oakleaf, 2008
What skills do
YOUR
STUDENTS
need in their first
semester in
college?
Owen & Oakleaf, 2008
Step-by-Step &
Evidence-Based
• Identifying Colleges
– Who to contact
– What to ask
• Contacting Colleges
– Who to contact
– What to ask
• Using Your Findings As Evidence
– Digesting your findings
– Determining skills to teach
– Documenting & reporting the results
Owen & Oakleaf, 2008
Identifying Colleges
• Who to contact
– 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
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
Contacting Colleges
• Who to contact
– 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
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, 112. Have “a million” sample
syllabi.
Owen & Oakleaf, 2008
Using Your Evidence
• Digesting your evidence
• Determining skills to teach
• Using & reporting results
Owen & Oakleaf, 2008
Digesting the
Evidence
Owen & Oakleaf, 2008
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 CurriculumIntegrated Information Literacy Instruction." College and Research Libraries. 2008.
Owen & Oakleaf, 2008
Determining
Skills to Teach &
Using Evidence
to Bridge
the 12-13 Gap
Owen & Oakleaf, 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 21st C
Skills
– Research evidence about what 1st semester college
freshmen need to know, LEGITIMIZED IN EYES OF
TEACHERS/STUDENTS
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)
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
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
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
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
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
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
What else
can I do?
Owen & Oakleaf, 2008
Focus on Students
• Share resources aimed at smoothing the transition.
http://www.bgsu.edu/colleges/library/infosrv/lue/pal/ or
http://www.transitioning2college.org/
• 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
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
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
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
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
Using Evidence
to Bridge
the 12-13 Gap
Patricia Owen
Megan Oakleaf
OELMA
October 2008
For More Information
ACRL/AASL Blueprint for Collaboration
http://www.ala.org/ala/acrl/acrlpubs/whitepapers/acrlaaslblueprint.cfm
Barefoot
“Bridging the Chasm: First-Year Students and the Library”
Chronicle of Higher Education 2006
http://www.webster.edu/~kennelbr/FreshmanTransferSeminars/BridgingTheChasm.pdf
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
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
http://www.bgsu.edu/colleges/library/infosrv/lue/pal/
Rising to the Challenge
http://www.achieve.org/node/548
Transitioning to College
http://www.transitioning2college.org/
VanScoy & Oakleaf
"Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy
Instruction”
College and Research Libraries 2008
Owen & Oakleaf, 2008