Transcript It Takes a Village - Cleveland State University

It Takes a Village
Educating 21st Century Students for College Success
Ann Marie Smeraldi, M.L.I.S.
First Year Experience Librarian
Cleveland State University
OELMA Conference October 22, 2009
It takes a village to educate a child.
P – 12 Faculty
 P – 12 Administrators
 School library media specialist
 College faculty
 College administrators
 Academic librarians
 Government/Legislators
 Parents
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First year college students are under
prepared for college level work and
research.
50%
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50%
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Agree
Disagree
What does the data say?
ACT College Readiness Benchmarks
In 2009, 65% of Ohio high school
graduates took the ACT
% of Students Ready for . . . .
College English Composition
72%
College Algebra
46%
College Social Science
58%
College Biology
33%
All Four Benchmarks
26%
Selected State Data 2009: Ohio
http://www.act.org/news/data/09/index.html
Research Confirms What
Librarians Already Know!
“School Libraries are a powerful force in the lives of
America’s children. The school library is one of the few
factors whose contribution to academic achievement has
been documented empirically . . . ”
What Research Tells Us About the Importance of School Libraries
Keith Curry Lance
“The higher a student’s grades the more likely it was that
the student visited the library within the past month.”
The Survey of American College Students: Who Goes to the College Library
and Why? Primary Research Group
Easing the Transition
High School
Graduation
College
Graduation
Village Resources
AASL/ACRL Blueprint for Collaboration
 INFOhio/OhioLINK 12 – 13 Task Force
 Kent State’s ILILE High School to College
Transition Initiative
 First Year Experience Librarians (BGSU &
CSU)
 First Year Programs in Higher Education
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High School Outreach Programs
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Bowling Green State University
Case Western Reserve University
Cleveland State University
Defiance College
Kent State University*
Miami University
Ohio University
Shawnee State University
Walsh University
Wright State University
Xavier University
Information Literacy at CSU
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First Year Students
• Intro to University Life – Library Orientation
• College Writing II (sometimes College Writing I)
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Undergrads & Grads
• Subject Specialist Librarians
• As requested by faculty
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All Students
• Workshops
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High School Students
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Tours
Exposure to the Academic Library
Information literacy sessions
On-campus access to resources
Borrowing privileges
What do school library media specialists
and academic librarians have in common?
Standards -- AASL and ACRL
 Teach information literacy skills
 Students (mine are just bigger)
 Helping and supporting students
 Shared frustrations
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AASL Standards
ACRL Standards
S1. Access information efficiently & effectively
Indicator 1. Defines & articulates the need for
information
S2. Access needed information effectively &
efficiently
S1. Determines the nature & extent of the
information needed
S2. Evaluate information critically & competently
S3. Evaluate information & its sources critically
S3. Use Information accurately & creatively
S4. Indicator 1. Applies new and prior information
to the planning & creation of a particular product or
performance
S4. Pursues information related to personal
interests
S5. Appreciates literature and other creative
expressions of information
S6. Independent learner is information literate &
strives for excellence in information seeking &
knowledge generation
S2. Indicator 1. selects the most appropriate
investigative methods or information retrieval
systems for accessing the needed information
S2. Indicator 2. constructs and implements
effectively-designed search strategies
S.7 Recognizes the importance of information to a
democratic society
S3. Indicator 5. Determines whether new
knowledge has an impact on the individual’s value
system & takes steps to reconcile differences
S8. Practice ethical behaviors in regard to
information & information technology.
S5. Understand many of he economic, legal &
social issues surrounding the use of information &
accesses , uses information ethically and legally
S9 Participates effectively in groups to pursue &
generate information.
S4. Individually or as a member of a group, uses
information effectively to accomplish a specific
purpose.
AASL Standards for the
21st Century Learner
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply
knowledge to new situations, and create new
knowledge.
3. Share knowledge and participate ethically and
productively as a member of our democratic society.
4. Pursue personal and aesthetic growth.
Building a solid foundation for
the future . . .
ACRL S1. Determine the nature and
extent of the information needed
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Follow an inquiry based process in seeking knowledge (AASL
S1.1.1)
Use prior and background knowledge as a context for new learning
(AASL S1.1.2)
Develop and refine a range of questions to frame the search (AASL
S1.1.3)
Find, evaluate and select appropriate sources (AASL S1.1.4)
Make sense of information gathered (AASL S1.1.7)
Displays initiative and engagement by posing questions and
investigating answers (AASL S1.2.1)
Demonstrates creativity by using multiple resources and formats.
(AASL S1.2.3
Demonstrates adaptability by changing inquiry focus, questions,
resources, or strategies when necessary. (AASL S1.2.5)
Monitor own info-seeking processes (AASL S1.4.1)
ACRL S2: Access needed information
effectively and efficiently
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Find, evaluate and select appropriate sources (AASL
S1.1.4)
Demonstrates mastery of technology tools for accessing
information (AASL S1.1.8)
Monitor gathered information, and assess for gaps or
weaknesses (AASL S1.4.3)
Seek appropriate help when needed (AASL S1.4.4)
Use technology and other information tools to analyze and
organize info (AASL 2.1.4)
Demonstrate flexibility in use of resources (AASL 2.2.1)
Reflect on systematic process, and assess for
completeness of investigation (AASL S2.4.2)
ACRL S3: Evaluate information and its sources
critically and incorporate selected information into
knowledge base and value system
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Evaluate information found in selected sources (AASL S1.1.5)
Maintain a critical stance by questioning validity and accuracy (AASL S1.2.4)
Displays persistence by continuing to pursue information to gain a broad
perspective (AASL S1.2.7)
Seek divergent perspectives (AASL S1.3.2)
Continue an inquiry based research process by applying critical thinking skills .
. . to construct new understandings, draw conclusions, and create new
knowledge (AASL S2.1.1)
Use strategies to draw conclusions from information and apply knowledge
(AASL S2.1.3)
Use both divergent and convergent thinking to formulate alternative
conclusions (AASL S2.2.2)
Employ a critical stance in drawing conclusions (AASL S2.2.3)
Connect understanding to real world (AASL S2.3.1)
Consider diverse and global perspectives (AASL S2.3.2)
Use valid information and reasoned conclusions (AASL S2.3.3)
Determine how to act on information (AASL S2.4.1)
Recognize new knowledge and understanding (AASL S2.4.3)
ACRL S4: Individually or as a member of a
group, use information effectively to
accomplish a specific purpose
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Contribute to the exchange of ideas within a learning community (AASL 1.3.4)
Use interaction with and feedback from teachers and peers (AASL S1.4.2)
Organize knowledge so that it is useful (AASL 2.1.2)
Collaborate with others and exchange ideas (AASL S 2.1.5)
Use the writing process, media . . . technology skills to create products (AASL
2.1.6)
Demonstrate personal productivity by completing projects to express learning
(AASL S2.2.4)
Conclude . . . by sharing new understandings and reflecting on the learning (AASL
S3.1.1)
Participate and collaborate as members of a social and intellectual network of
learners (AASL 3.1.2)
Use writing and speaking to communicate new understandings (AASL S3.1.3)
Use technology . . . to organize and display knowledge and understanding (AASL
S3.1.4)
Demonstrate leadership . . . by presenting ideas to others (AASL S3.2.1)
Demonstrate teamwork by working productively with others (AASL 3.2.3)
Create products that apply to authentic real-world contexts. (AASL 3.3.4)
Contribute to the exchange of ideas (AASL S3.3.5)
ACRL S5: Understand the economic, legal,
and social issues surrounding the use of
information and access and use information
ethically and legally
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Respect copyright/intellectual property rights (AASL
S1.3.1)
Follow ethical and legal guidelines in gathering and
using information (AASL S1.3.3)
Use information and technology ethically and
responsibly (AASL S1.3.5 and S3.1.6)
Use information and knowledge in the service of
democratic values (AASL S 3.3.6)
Respect the principles of intellectual freedom (AASL
S3.3.7)
Do your students . . .
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Think Google is the best or only research tool?
Fail to evaluate their sources?
Satisfice?
Cut and paste?
Think the library is irrelevant?
Believe that information on the Internet is free for
the taking?
Tell you they have searched everywhere but can’t
find anything?
Believe that they are good at finding information?
Forget to ask for help?
Read books . . directions?
First Year College Students
“Don’t know what they don’t know.”
College
Assignments
Research
IMing
Facebook
dating
Guitar
Hero
Research paper?
No worries . . . I
have a whole
week to write that.
Megan Oakleaf & Patricia Owen
http://meganoakleaf.info/presentations.html
Some Things First Year College Students
Need to Know About College Libraries
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Librarians are there to help students – just ask!
College libraries are much larger
Library of Congress Classification System
You will need your college ID
Resources are Internet accessible 24/7
Workshops are offered to help students
Fiction books are not arranged alphabetically by the
author’s last name
College professors assume that students know how
to use the library and its resources for research
Sports Illustrated and Cosmopolitan are not scholarly
resources
Not everything is on the Internet
Essential Information Literacy
Skills for First Year Students
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Planning and the research process
Brainstorming keywords
Constructing search statements (AND, OR, NOT)
Searching the online catalog
Reading a citation (book vs. journal)
Locating a variety of sources/formats
Recognizing plagiarism and understanding copyright basics
Using a research databases
Distinguishing between popular and scholarly periodicals
Evaluating sources – print, electronic, websites, etc.
Recognizing different citation styles – MLA and APA
Building Our Village
How can we work together to better
prepare students for college and work?
Relationship Building 101
Understand AASL & ACRL standards, and
our shared goals
 INFOhio and OhioLINK 12-13 Transition
 Discussions – formal and informal
 Conferences, meetings, and workshops
 Professional development
 LISTSERVS
 Associations and organizations
 On-sight visits
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Start Small
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Begin early – teach a love of reading and libraries
Lesson plans that address both AASL and ACRL standards
Collaborate with faculty to incorporate information literacy standards
into research assignments and the curriculum
Help students understand how an academic library differs from a
school media center
Take a virtual fieldtrip to an academic library – try out the catalog and
other accessible resources
Make students aware of college professors’ expectations
Use the resource available at Kent State’s Transitioning to College
web pages
Utilize online resources – many colleges offer online tutorials, help
guides, pathfinders, and research tools that are freely accessible via
the Internet
Do your homework – look for articles, books, websites, etc. on the
topic
Contact an academic library by phone or email
Visit your Neighbors
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Contact the academic library well in advance
Ask about services/resources the academic library provides to high
school students
Inquire about the most convenient time to schedule the visit
Be aware of the academic library’s policies and limitations
Come with a clear purpose and express that purpose to the hosting
librarian
Provide the academic librarian with a copy of the assignment and
discuss the students’ needs
Borrowing privileges – Will students really use them?
Prepare students for the visit
Student should bring supplies – pen, notebooks, assignments, flash
drives, money for copiers/printing
Plan things like parking and lunch ahead of time
Consider spending the day on campus (Contact Admissions or
Marketing Department for ideas)
Making Contact
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Start with nearby by academic libraries
Visit their library web pages
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Look for a First Year Experience Librarian or High
School Liaison
Buzz words: High School Outreach, Outreach,
Community Services, Instruction, Services, Visitors
In general, public institutions offer more services
Nothing on the website? Call or email!
Dream Big
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Information literacy in-service for faculty
Information literacy fair
Poster session for student research projects
Host an annual meeting for school library media
specialists and academic librarians
Guest speakers for faculty or parents
Common reading program/book club
College preparation program
Create an information literacy blog for school
Conduct teacher workshops
Road Blocks
Time and energy
 Cooperation from faculty and
administration
 Lack of communication
 Funding
 No college/university in the area
 Cooperation from academic library
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Mutual Benefits
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Teach information literacy and promote libraries
Create a continuum for P – 20 information literacy
skills
Reduce students’ library anxiety
Support student learning and success
Develop collaborative framework between school and
academic libraries
Promote education and life-long learning at all levels
Support one another, learn from each other
Teach Me!