190 likes | 196 Views
This study aims to develop a deeper understanding of GED students as an information user group and provide insights to information service providers on how to better meet the needs of GED students. The study examines the demographics, information seeking behaviors, and barriers faced by GED students.
E N D
Understanding GED Students as an Information User Group Becky Croxton, CPCC Library Services/UNCG MLIS Program John Wicker, CPCC GED/Basic Skills Instructor
Purpose of Study • To develop a deeper understanding of GED students as an information user group. • Inform information service providers on how to better meet the needs of GED students.
The Facts • In the United States, 30 millionadults: • Did not complete a high school education and • Were not enrolled in an education program (2000 Census) • 776,728 adults worldwide took some portion of the GED in 2008. • 493,490 (63.5%) adults met GED passing standards in 2008 Sources: • 2000 US Census Data • General Educational Development Testing Service, 2009, p. 1
Analytical Framework • Robert Taylor’s (1991) Model of Information Use Environments: • Set of people • Settings (where information seeking & exchange takes place) • Problems • Resolution to problems • Expanded this model to include: • Barriers to information
Study Methodology One-on-one interviews with 15 students* enrolled in the CPCC Harris Campus GED Program. • Test * Represents approximately 12-15 % of GED student population at Harris Campus at any given time.
Findings • Who are GED students at CPCC? • Age: • Range: 17 – 62 years • Median age: 27 years • Average age: 33 years • Number of years since leaving high school: • Range: 6 months to 45 years • Median years: 10 years • Average years: 16 years • Race/Ethnicity • White: 7% • African American: 67% • Hispanic: 2 % • Asian: 2 % • Gender: • Female: 60% • Male: 40%
Findings • Settings • When you have questions about the GED program, where do you go (or who do you ask to find the answers)? *Respondents were able to cite more than one source for information.
Findings • Settings (continued) • When you need help or information to prepare for the GED tests, where do you go (or who do you ask) to find the answers? *Respondents were able to cite more than one source for information.
Findings • Problems (which lead to information needs) • Why did you decide to enroll in a GED program? *Respondents were able to cite more than one reason for enrolling.
Findings • Barriers to information • What are some challenges you have faced in completing your GED? *Respondents were able to cite more than one challenge.
Findings • Problem solution – enroll in GED program, remain in program, and pass all 5 exams. • Retention continues to be an issue: 27% of those interviewed have enrolled in GED programs multiple times throughout adult lives
Findings • Problem solutions (continued) • CPCC libraries, though poised to be part of the problem solution, largely go unused by GED students. Have you ever considered the CPCC library as a place to go for information which might help you?
Lessons Learned • Using the “Build it and they will come approach” doesn’t always work when developing services or products. • Tailor services and programs according to the stated needs and preferred information seeking methods of your students or patrons.
Lessons Learned • Demographics: Over half of GED students interviewed were ages 25 and above. • Research suggests -- Adult learners may need a little bit of extra hand holding as they learn the ropes of going to school again, including utilizing the library and online resources.
Lessons Learned • Settings: Students seek majority of information from GED instructors. • Research suggests that students respond well to GED instructors who act in facilitator/coaching role. • Library/information service staff must position themselves as facilitators/coaches as well. Students may then begin to develop trust relationship, thereby facilitating the exchange of information.
Lessons Learned • Students find value in studying with books and computers. • While libraries have these resources available, libraries go unused by the majority of GED students. • Libraries need to consider actively marketing their resources to GED students. • GED programs must consider suggesting the library to their students. • Libraries & GED must partner for their students’ success!
What’s next? • Help connect GED students to opportunities beyond the GED. • Libraries can advertise their recommended web sites to these students, highlighting jobs and career info, educational info, and financial aid.
Lessons Learned • Addressing barriers confronted by GED students • Situational Barriers: • Continue to offer flexible hours and no-cost services. • Academic Skills Barriers • Increase collection of basic subject specific materials (particularly math) and advertise these collections to GED students • Develop ways to help students overcome lack of computer expertise.
Proposed Products • Informational Flier: • Information tailored specifically for GED students to be distributed to GED students at program registration. • Accessing Your Library Step-by-Step • Basic instructional guide including information on: • Creating a CPCC username and password • What to do if you forgot your password • Navigating the online library catalog • Accessing Learning Express Library • Accessing Librarian Tested Web Sites