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Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success

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

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Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success

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  1. Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf Patricia Owen ALAO October 2008

  2. Agenda • What College Students Don’t Do • Gathering Evidence about 1st Sem, 1st Year Students • Gathering Your Own Evidence • Using Evidence to Build K-16 Partnerships Oakleaf, Owen 2008

  3. Challenge – Teaching it AllWhat 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)

  4. Challenge – Teaching it AllWhat 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)

  5. Challenge – Teaching it AllWhat 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)

  6. Challenge – Teaching it AllWhat 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

  7. Challenge – Teaching it AllWhat 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

  8. 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)

  9. 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).

  10. 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)

  11. The Challenge FALLING SHORT HAS CONSEQUENCES • Half the students entering college in the 21st century will fail to earn a degree (Carr & Rockman). • 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).

  12. Agenda Gathering Evidence about 1st Sem, 1st Year Students Oakleaf, Owen 2008

  13. Gathering Evidence onFirst 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. 

  14. Digesting the EvidenceResource Types 1st Semester, 1st Year Students Must Use % 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. 

  15. Digesting the EvidenceResource Types 1st Semester, 1st Year Students Must Use % 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. 

  16. Digesting the EvidenceResource Types 1st Semester, 1st Year Students Must Use % 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. 

  17. Digesting the EvidenceNumber of Resources 1st Semester, 1st Year Students Must Use % 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. 

  18. NCSU Example In the 1st 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. 

  19. 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

  20. 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

  21. 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

  22. 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

  23. 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

  24. Agenda Gathering Your Own Evidence Oakleaf, Owen 2008

  25. 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

  26. Getting Started withLocating 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.

  27. Agenda Using Evidence to Build K-16 Partnerships Oakleaf, Owen 2008

  28. 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)

  29. 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.

  30. Using Evidence to BuildK-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)

  31. Using Evidence to BuildK-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)

  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. Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf Patricia Owen ALAO October 2008

  36. 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

  37. 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

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