Using Evidence to Bridge the 12-13 Gap

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Using Evidenceto Bridgethe 12-13 Gap

• Patricia Owen
• Megan Oakleaf
• OELMA
• October 2008
• www.infowen.info

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

• What college faculty say freshman students dont
  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

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Challenge Teaching it AllWhat College Faculty
Say Freshman Students Dont Do

• GENERAL
• Dont know what they dont know
• Dont know who to ask for research help (Daniel)
• Dont understand library jargon, ex. full text
  (Daniel)

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Challenge Teaching it AllWhat College Faculty
Say Freshman Students Dont Do

• RESEARCH PROCESS QUESTIONS
• Dont follow research process steps, ex. info lit
  model (Daniel)
• Dont estimate time required for research, ex.
  ILL (Daniel)
• Dont define a research question or topic thats
  not shallow or pop (Daniel California Study in
  Fitzgerald)

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Challenge Teaching it AllWhat College Faculty
Say Freshman Students Dont Do

• SEARCHING FOR INFORMATION
• Dont find different formats of information
  (Daniel)
• Dont understand that web search engines rarely
  locate college-appropriate information
• Dont distinguish between OPACs and online
  databases (Islam Murno)
• Dont conduct effective searches (Daniel) using
• Keywords, alternate search terms
• Boolean terms, ex. AND, OR
• Controlled vocabulary, subj. headings
• Field searching, ex. author, title
• Dont interpret search results
• Dont find full text of articles
• Dont find books using Library of Congress (LC)
  classification, not Dewey (Daniel)
• Dont use reference books in the library (Quarton
  in Fitzgerald)
• Dont regroup when first attempts to find
  resources dont work, ex. try different database
  (Daniel)

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Challenge Teaching it AllWhat College Faculty
Say Freshman Students Dont Do

• EVALUATING INFORMATION
• Dont weed through search results to find
  adequate and accurate information
• Dont evaluate information using standard
  evaluation criteria
• Dont distinguish between popular and scholarly
  articles (Matorana)
• Dont disregard inadequate or inaccurate
  information

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Challenge Teaching it AllWhat College Faculty
Say Freshman Students Dont Do

• USING INFORMATION
• Dont synthesize, communicate, and argue an
  thesis using evidence (Fitzgerald)
• Dont analyze data and statistics
• Dont represent, analyze, and critique the ideas
  of others ethically
• Dont write without plagiarizing (accidentally or
  otherwise), ex. use in-text citations
• Dont cite sources properly using multiple
  citation styles, ex. Citation Builder

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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)
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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)

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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)

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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.

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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

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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

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What skills do students need in their first
semester in college?
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Meeting the ChallengeWith Evidence

• Use a step-by-step,
• evidence-based process
• to determine the skills
• emphasized at the colleges
• your students attend

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Syllabus Study at NCSU

• Identified random sample of 10 of first-year
  students (n350)
• 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
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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
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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. 
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What skills do YOUR STUDENTS need in their first
semester in college?
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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

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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)

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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

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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)

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Contacting Colleges Examples

• Miami University
• Go to the College Composition Office in the
  Department of English
• 336 Bachelor Hall
• Ask to see syllabi. Dont 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.

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Using Your Evidence

• Digesting your evidence
• Determining skills to teach
• Using reporting results

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Digesting the Evidence
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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
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Determining Skills to Teach Using Evidenceto
Bridgethe 12-13 Gap
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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

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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)

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EHS Example

• Determine teaching opportunities, contd.
• 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

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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

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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

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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

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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

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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

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What else can I do?
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Focus on Students

• Share resources aimed at smoothing the
  transition. http//www.bgsu.edu/colleges/library/i
  nfosrv/lue/pal/ or http//www.transitioning2colleg
  e.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).

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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).

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Focus on Administrators

• Document report your results
• Emphasize benefits to administrators (Hull
  Taylor qtd in Islam Murno)
• Community relations
• Enhanced public image
• Recruitment/admission

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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

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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)

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Using Evidenceto Bridgethe 12-13 Gap

• Patricia Owen
• Megan Oakleaf
• OELMA
• October 2008

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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/FreshmanTransfe
  rSeminars/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

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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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