Transcript Evidence-Based Bridge Building: K
Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success
Megan Oakleaf Patricia Owen ALAO October 2008
Agenda
• • • • What College Students Don’t 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
Challenge – Teaching it All
What College Faculty Say 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) Oakleaf, Owen 2008
Challenge – Teaching it All
What College Faculty Say 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) Oakleaf, Owen 2008
Challenge – Teaching it All
What College Faculty Say 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) Oakleaf, Owen 2008
Challenge – Teaching it All
What College Faculty Say 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 Oakleaf, Owen 2008
Challenge – Teaching it All
What College Faculty Say 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 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) 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).
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) Oakleaf, Owen 2008
The Challenge
• • • • FALLING SHORT HAS CONSEQUENCES Half the students entering college in the 21 will fail to earn a degree (Carr & Rockman).
st century 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).
Oakleaf, Owen 2008
Agenda Gathering Evidence about 1
st
Sem, 1
st
Students Year
Oakleaf, Owen 2008
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. 2008.
Oakleaf, Owen 2008
Digesting the Evidence
Resource Types 1 st Semester, 1 st Year Students Must Use 100 90 80 70 60
%
50 40 30 20 10 0 94 95 85 40 40 articles websites books reference books data & stats % 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. 2008.
Oakleaf, Owen 2008
Digesting the Evidence
Resource Types 1 st Semester, 1 st Year Students Must Use 100 90 80 70 60
%
50 40 30 20 10 0 87 84 74 29 27 articles websites books reference books data & statistics % 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. 2008.
Oakleaf, Owen 2008
Digesting the Evidence
Resource Types 1 st Semester, 1 st Year Students Must Use 100 90 80 70 60
%
50 40 30 20 10 0 82 83 74 30 articles websites books reference books % 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. 2008.
28 data & stats Oakleaf, Owen 2008
Digesting the Evidence
Number of Resources 1 st Semester, 1 st Year Students Must Use 100 90 80 70 60
%
50 40 30 20 10 0 100 96 89 52 26 at least one two or more three or more four or more all types % 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. 2008.
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. 2008.
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 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 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 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 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 Oakleaf, Owen 2008
Agenda Gathering Your Own Evidence
Oakleaf, Owen 2008
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 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. 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.
Oakleaf, Owen 2008
Agenda Using Evidence to Build K-16 Partnerships
Oakleaf, Owen 2008
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) 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.
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) 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) 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 Skills C – Research evidence about what 1 st semester college freshmen need to know, LEGITIMIZED IN EYES OF TEACHERS/STUDENTS 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) Oakleaf, Owen 2008
EHS Example
•
Determine teaching opportunities, cont’d.
– 9 th grade, revise September orientation • TRAILS assessment (test 8 th seniors) graders (?) and exiting – 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 Oakleaf, Owen 2008
Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success
Megan Oakleaf Patricia Owen ALAO 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 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 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 Oakleaf, Owen 2008