Using Evidence to Bridge the 12-13 Gap Patricia Owen Megan Oakleaf OELMA October 2008 .

Using Evidenceto Bridge

the 12-13 Gap

Patricia Owen

Megan Oakleaf

OELMA

October 2008

www.infowen.info

Are your seniors ready for college-level research?

A. YesB. No

Owen & Oakleaf, 2008

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).

Owen & Oakleaf, 2008

Are your seniors

ready for college-level research?

What information

literacy skills do they struggle

with?

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

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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)

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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)

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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

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

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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

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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 ExpectsHABITS 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.Owen & Oakleaf, 2008

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

What skills do students need in

their first semester in

college?

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Meeting the Challenge…With Evidence

Use a step-by-step, evidence-based process

to determine the skills emphasized at the colleges

your students attendOwen & Oakleaf, 2008

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. 

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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 Types

Owen & Oakleaf, 2008VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries. 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 Types

Owen & Oakleaf, 2008VanScoy, Amy and Megan Oakleaf. “Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction." College and Research Libraries. 2008. 

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. 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

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

Determining Skills to Teach &Using Evidence

to 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

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)

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

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 guideOR…• 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/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).

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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)

Owen & Oakleaf, 2008

Using Evidenceto Bridge

the 12-13 Gap

Patricia Owen

Megan Oakleaf

OELMA

October 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

Owen & Oakleaf, 2008

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 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

Owen & Oakleaf, 2008