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Using Evidence to Bridge the 12-13 Gap

Using Evidence to Bridge the 12-13 Gap. Patricia Owen Megan Oakleaf OELMA October 2008 www.infowen.info. Are your seniors ready for college-level research? A. Yes B. No. Owen & Oakleaf, 2008.

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Using Evidence to Bridge the 12-13 Gap

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  1. Using Evidenceto Bridgethe 12-13 Gap Patricia Owen Megan Oakleaf OELMA October 2008 www.infowen.info

  2. Are your seniors ready for college-level research?A. YesB. No Owen & Oakleaf, 2008

  3. What information literacy skills do they struggle with?A. Determining research questions/topicsB. Locating informationC. Evaluating informationD. Using information ethicallyE. More than one of the above Owen & Oakleaf, 2008

  4. 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

  5. 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

  6. Challenge – Teaching it AllWhat 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

  7. Challenge – Teaching it AllWhat 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

  8. Challenge – Teaching it AllWhat 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

  9. Challenge – Teaching it AllWhat 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

  10. Challenge – Teaching it AllWhat 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. What skills do students need in their first semester in college? Owen & Oakleaf, 2008

  18. 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

  19. 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 Curriculum-Integrated Information Literacy Instruction." College and Research Libraries. 2008.  Owen & Oakleaf, 2008

  20. Digesting the EvidenceResource Types 1st Semester, 1st Year Students Must Use % of Students Required to Find Specific Resources Types VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries. 2008.  Owen & Oakleaf, 2008

  21. Digesting the EvidenceNumber of Resources 1st Semester, 1st Year Students Must Use % of Students Required to Find Multiple Resource Types VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries. 2008.  Owen & Oakleaf, 2008

  22. What skills do YOUR STUDENTS need in their first semester in college? Owen & Oakleaf, 2008

  23. 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

  24. 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

  25. 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

  26. 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

  27. 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

  28. Using Your Evidence • Digesting your evidence • Determining skills to teach • Using & reporting results Owen & Oakleaf, 2008

  29. Digesting the Evidence Owen & Oakleaf, 2008

  30. 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 Curriculum-Integrated Information Literacy Instruction." College and Research Libraries. 2008.  Owen & Oakleaf, 2008

  31. Determining Skills to Teach &Using Evidenceto Bridgethe 12-13 Gap Owen & Oakleaf, 2008

  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. 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

  36. 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

  37. 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

  38. 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

  39. 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

  40. What else can I do? Owen & Oakleaf, 2008

  41. 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

  42. 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

  43. 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

  44. 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

  45. 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

  46. Using Evidenceto Bridgethe 12-13 Gap Patricia Owen Megan Oakleaf OELMA October 2008

  47. 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

  48. 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

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