My College Freshman Is Your High School Senior

Sandy Jenkins & Carol Smith, University of Central Missouri (UCM)

MASL Conference, April 19, 2009

1. What do they know?

2. What should they know?

3. When should they learn it?

4. How do we best impart it?

5. How do we make it happen - together?

Overview

1. What do they know?

Portrait: The Incoming Freshman

• Widely varying research abilities• Myth of the “Tech Savvy Millennial”?• Significant gap in self-perception of

abilities vs. actual knowledge• Fairly common library anxiety/aversion

1. Very easy

2. Somewhat easy

3. Somewhat difficult

4. Very difficult

5. No experience

A/1

B/2

C/3

D/4

E/5

How challenging is it for you to identify and retrieve sources using a library catalog?

Fire Up Your Clickers!

NITLE Research Practices Survey Results, Barnard College, 2006

~PA1 ~PA2 ~PA3 ~PA4 ~PA5

A/1 B/2 C/3 D/4 E/5

% % % % %

#1 response (37.99%)

1. movies OR films

2. movies AND films

3. movies NOT films

4. movies INSTEAD OF films

5. Don’t know

A/1

B/2

C/3

D/4

E/5

Which of the following searches would yield the MOST results in an online search?

Fire Up Your Clickers!

NITLE Research Practices Survey Results, Barnard College, 2006

~NRTotal

InputsPlease Respond Now

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A/1 B/2 C/3 D/4 E/5

% % % % %

#1 response (42.17%)

Perceived vs. Actual Knowledge

2. What should they know?

AASL & ACRL Standards

• K-12: Standards for the 21st–century learner (AASL, 2007)

• College: Information Literacy Competency Standards for Higher Education (ACRL, 2000)

Top 10 Academic Research Survival Skills

1. Knowledge of different materials & resources

2. Search strategies and query formulation

3. Critical evaluation of resources4. Information ethics5. LC Classification system

Adapted from McCann, H. (2008)

Top 10 Academic Research Survival Skills (continued)

6. Time management7. Interlibrary loan8. Reference and other library

services9. Info privacy/security issues10.Information technology fluencies

Adapted from McCann, H. (2008)

• Check campus email account at least daily• Attend classes regularly and be prepared• Use your campus planner• Be organized and set priorities• Be bold – step outside your comfort zone • Join in campus events • Communicate with instructors• Ask questions• Include your first and last names on assignments

and emails• Staple papers together before submitting

Sandy’s freshmen survival guide

3. When should they learn it?

K-16 Continuum Models Example: CLOC

http://ncohen.myweb.uga.edu/ILkindergarten.htm

A/1

B/2 B. After eighth grade

C/3 C. After twelfth grade

D/4 D. We don’t offer formal library instruction

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~PA2%

~PA3%

~PA4%

A. After fifth grade

When does formal library instruction end in your building/district?

Get Your Clickers Ready!

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~NRResponse

Total

4. How do we best impart it?

Effective/Essential Instruction Techniques

• Integrate library instruction with class assignments (relevant)

• Active learning (engaging)• Choose interesting topics (engaging)• Inject humor/games into instruction (fun)• Case studies (experiential)• Incorporate 2.0 and other emerging multimedia

technologies (technical literacy)

5. How do we make it happen - together?

The K-12/Academic Librarian Disconnect

Source: Schroeder, R. (2007)

K-16 Collaboration ModelsAd-hoc

• Academic library outreach instruction to K-12 schools

• Research field trips by K-12 students to regional colleges

K-16 Collaboration Example 1:Library outreach (ad-hoc)

• West Ashley High School, Charleston, NC:– Invited and arranged visits from librarians

of 4 regional colleges– 90-minute presentations to high school

seniors (tied to English class)– Has become an annual event

K-16 Collaboration Example 2:Academic Library Field Trips (ad-hoc)

• University of Central Missouri:– Dual-credit sections of LIS 1600 – Annual bibliographic instruction, library tour

and orientation (7 regional high schools)

K-16 Collaboration ModelsFormal/Systematic

• Regional cooperative committees

• Formal academic liaison relationship to area schools

• Cooperative borrowing privileges

• State-funded access to academic databases

K-16 Collaboration Example 3:(Systematic/Formal)

• SLSC / SUNY Oswego– Formal arrangement where a university

representative librarian attends all School Library System Council meeetings and acts as a liaison between K-12/university library.

• Orange County / U. of CA Irvine– SPIRIT program between UC-Irvine and Orange

County High Schools– Regular instructional collaboration

How We Can Reach Out - Starter Ideas

• Expand tours, HS research visits, outreach instruction, Dual credit/summer enrollment in LIS 1600

• Form informal and formal strategic partnerships with area school librarians

• Ensure early, positive library experiences

How You Can Reach Out - Starter Ideas

• Adopt/develop a continuum model• Collaborate with K-12 librarians at other

educational levels• Reach out to regional academic schools• Expand programs for college-bound students

and introduce academically oriented assignments

• Advocate for integrated info lit instruction across school curriculum

Let’s brainstorm for more ideas!

C. Ask my building principal to include me as an agenda item for the beginning of the year teachers’ meeting.

D. Approach individual teachers to develop collaboration activities.

Based on what you heard today and what you already know about your students, teachers, and administrators, what will you do to support students in the transition from high school to college?

Final Clicker Question!

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~NRResponse

Total

A/1

B/2 B. Contact my regional academic library and ask to start a partnership.

C/3

D/4

E/5 E. Nothing – my situation won’t allow me to accomplish much.

~PA1%

~PA2%

~PA3%

~PA4%

~PA5%

A. Advocate in my district for a K-16 continuum model.

http://guides.library.ucmo.edu/masl2009

Presentation resources available at: