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Transcript of Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf...
Evidence-Based Bridge Building:
K-16 Partnerships for First-Year
Student Success
Megan OakleafPatricia Owen
ALAOOctober 2008
Agenda
• What College Students Don’t Do
• Gathering Evidence about1st Sem, 1st Year Students
• Gathering Your Own Evidence
• Using Evidence to Build K-16 Partnerships
Oakleaf, Owen 2008
Oakleaf, Owen 2008
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)
Oakleaf, Owen 2008
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)
Oakleaf, Owen 2008
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)
Oakleaf, Owen 2008
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
Oakleaf, Owen 2008
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
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 ChallengeIN 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 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).
Agenda
Gathering Evidence about1st Sem, 1st Year
Students
Oakleaf, Owen 2008
Oakleaf, Owen 2008
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.
Oakleaf, Owen 2008
Digesting the EvidenceResource Types 1st Semester, 1st Year Students Must Use
94 95
85
40 40
0
10
20
30
40
50
60
70
80
90
100
articles websites books reference books data & stats
%
% of Students Required to Find Specific Resources TypesWhen 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 EvidenceResource Types 1st Semester, 1st Year Students Must Use
% of Students Required to Find Specific Resources TypesWhen 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.
87 84
74
29 27
0
10
20
30
40
50
60
70
80
90
100
articles websites books reference books data & statistics
%
Oakleaf, Owen 2008
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.
82 83
74
30 28
0
10
20
30
40
50
60
70
80
90
100
articles websites books reference books data & stats
%
Oakleaf, Owen 2008
Digesting the EvidenceNumber of Resources 1st Semester, 1st Year Students Must Use
100 9689
52
26
0
10
20
30
40
50
60
70
80
90
100
at least one two or more three or more four or more all types
%
% of Students Required to Find Multiple Resource TypesWhen 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 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.
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 guideOR…• 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
Agenda
Gathering Your Own Evidence
Oakleaf, Owen 2008
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 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.
Agenda
Using Evidence to Build K-16
Partnerships
Oakleaf, Owen 2008
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 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)
Oakleaf, Owen 2008
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)
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 21st C
Skills– Research evidence about what 1st semester college
freshmen need to know, LEGITIMIZED IN EYES OF TEACHERS/STUDENTS
Oakleaf, Owen 2008
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)
Oakleaf, Owen 2008
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
Evidence-Based Bridge Building:
K-16 Partnerships for First-Year
Student Success
Megan OakleafPatricia Owen
ALAOOctober 2008
Oakleaf, Owen 2008
For More InformationACRL/AASL Blueprint for Collaboration
http://www.ala.org/ala/acrl/acrlpubs/whitepapers/acrlaaslblueprint.cfmBarefoot
“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 InformationJackson & 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 Librarieshttp://www.bgsu.edu/colleges/library/infosrv/lue/pal/
Rising to the Challenge http://www.achieve.org/node/548
Transitioning to Collegehttp://www.transitioning2college.org/
VanScoy & Oakleaf "Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction” College and Research Libraries 2008