Evidence-Based Bridge Building: K-16 Partnerships for First-Year Student Success Megan Oakleaf Patricia Owen ALAO October 2008.

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