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

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 Dont 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 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)

4
Challenge Teaching it AllWhat College Faculty
Say 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)

5
Challenge Teaching it AllWhat College Faculty
Say 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)

6
Challenge Teaching it AllWhat College Faculty
Say 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

7
Challenge Teaching it AllWhat College Faculty
Say 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

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
  (n350), 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
(n139)
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
(n350)
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
(n197)
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
(n139)
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. 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.

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, 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

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/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

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