Informed collaborations
This presentation is the property of its rightful owner.
Sponsored Links
1 / 41

Informed Collaborations: PowerPoint PPT Presentation


  • 87 Views
  • Uploaded on
  • Presentation posted in: General

Informed Collaborations:. Librarians and the High School to College Transition. K e n B u r h a n n a . 14 May 2009 . HACC Information Literacy Symposium. Watching the game before Ginger. Watching the game after Ginger. The Boss. Informed Collaborations. Collaboration is key.

Download Presentation

Informed Collaborations:

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Informed collaborations

Informed Collaborations:

Librarians and the HighSchool to College Transition

K e n B u r h a n n a . 14 May 2009 . HACC Information Literacy Symposium


Watching the game before ginger

Watching the game before Ginger


Watching the game after ginger

Watching the game after Ginger


The boss

The Boss


Informed collaborations1

Informed Collaborations

  • Collaboration is key.

  • 12-13 Transition in Ohio

    (Macro to Micro View).

  • Share experiences, results, insights, challenges and considerations.


Why this work is important

Why This Work Is Important

Information Literacy is critical to success in the 21st century.

It’s a basic human right.

The art of finding and using information effectively and ethically.


Can information literacy save lives

Can Information Literacy Save Lives?

Girl uses information literacy to save 100 lives!


Plus we know they haven t mastered it

Plus, we know they haven’t mastered it.

A 2006 study done by the Educational Testing Service (ETS) found that high school and college students were deficient in the skills needed to retrieve, analyze and communicate information online.

Andrea L. Foster (2006). Students fall short on ‘information literacy,’ Educational Testing Service’s study finds. Chronicle of Higher Education, 53(10), A36.


Graduation retention rates

Graduation & Retention Rates

“The need to increase retention and completion rates for students in higher education is a compelling reason for academic librarians to collaborate with their K-12 colleagues in developing information literacy activities across K-20 education.”

Jo Ann Carr and Ilene F. Rockman (2003).Information-literacy collaboration: A shared responsibility. American Libraries, 34 (8), 52-54.


The future it s coming what should we make it how

The Future—It’s Coming! What Should We Make It? How?

  • Connecting and working with school libraries is critical to the future of librarianship and education.

    Jim Rettig

    ALA president


Informed collaborations

High school seniors or college freshmen?


A vision of students today

A Vision of Students Today

  • A Vision of Students Today, a YouTube video directed by digital ethnographer Michael Wesch of Kansas state.


Institute for library and information literacy education ilile www ilile org

Institute for Library and Information Literacy Education (ILILE)www.ilile.org

Three KSU Library programs:

  • Informed Transitions (High School Outreach)

  • Tool for Real-time Assessment of Information Literacy Skills (TRAILS)

  • Transitioning to College (Web site)


Special task force on 12 13 transition in ohio

Special Task Force on 12-13 Transition in Ohio


Special task force on 12 13 transition in ohio1

Special Task Force on 12-13 Transition in Ohio

  • K-12 and academic library consortia (INFOhio and OhioLINK).

  • White page: Preparing 21st Century Ohio Learners for Success: The Role of Information Literacy and Libraries.

  • Six Goals / Action Steps


Task force action steps

Task Force Action Steps

  • Develop 21st Century Skills

  • Incorporate Research Experiences

  • Deliver Research Resources

  • Prepare Student Teachers

  • Partner with Groups Statewide

  • Enable Collaboration


Informed transitions

Informed Transitions

www.library.kent.edu/highschool


Informed transitions1

Informed Transitions

High school instructional classroom


How we thought it would work

How We Thought It Would Work

  • Open invitation (local).

  • 2 weeks notice.

  • Prefer groups of 25 or less.

  • Tie-in current assignment.

  • Add-on transition experiences.

  • Borrowing privileges available.

  • Collaborate with librarians and teachers.

  • Help them to collaborate.

  • Will provide assignment, if school doesn’t have one.


Getting the program off the ground

Getting the Program Off the Ground

  • Promotional flyer.

  • Mailing to local high schools with follow up call.

  • Presentations to local groups and associations.

  • Open house.

  • Word of mouth.


A typical high school visit

A Typical High School Visit

  • Starts about 9:00 a.m.

  • Begins with a brief library tour.

  • Includes 20 to 30 minutes of library instruction.

  • Rest of visit for student work and point of need instruction.

  • Ends about Noon.


Information literacy instruction

Information Literacy Instruction

  • Brief and focused to facilitate the practice of information literacy.

  • Broad points – Top 10 Things High School Students Should Know About Using College Libraries.

  • Tailored to high school assignment.

  • Work mainly on topic focus and accessing information.


Four observations that inform instruction

Four Observations that Inform Instruction

  • High school students likely will not:

  • Have experiences in large libraries.

  • Recognize the library’s Web site as a starting place for research.

  • Be familiar with the concept of scholarly authority.

  • Be familiar with terms like reserves, scholarly journal or periodical.


Participation numbers

Academic Year

Participating Schools

Group Visits

Number of Students

Library Tours

Instruction

Sessions

2004-2005

8

17

507

17

14

2005-2006

10

19

547

19

16

2006-2007

8

17

453

13

10

2007-2008

8

13

389

13

10

2008-2009

9

18

371

12

15

Totals

*18

84

2,267

74

65

5 yr avg

16.8

453

14.8

13

* Schools are counted only once over the five years.

Participation Numbers


Visits by school type

School Types

Number of Visits

Local Schools (within 30 miles)

78

Non-Local Schools

6

Public Schools

68

Private Schools

16

Top 50 KSU Feeder Schools

42

Non-Top 50 KSU Feeder Schools

42

Visits by School Type


Students and course subjects

Students and Course Subjects

  • Seniors (60%) and juniors (40%).

  • Mostly advanced-placement, college-bound students.

  • About half are English classes working on literature research.

  • Another quarter are English, Government or Social Studies classes researching topics for argumentative papers.


Challenges assessment

Challenges: Assessment

“One of our seniors from last year stopped in and thanked me for taking her class to the KSU library last year. As a college freshman now, she feels like she knows what to expect and how to get started when she uses the library.”

Kara Haas, Teacher, Aurora High School


Challenges assessment1

Challenges: Assessment

  • Formative, classroom assessment occurs.

  • Summative assessment is the challenge.

  • Many issues conspire: time, student access, under 18 research subjects, tracking students across multiple institutions.


Challenges budgetary constraints

Challenges: Budgetary Constraints

  • As budgets get tighter, fewer students can participate.

  • We need to be creative and flexible:- Distance learning- Grant funding- Collaborative planning consultations


Challenges group size

Challenges: Group Size

  • Limited budgets and access to transportation has had two affects:

  • Larger group sizes: access to computers, multiple instructors, more students to track.

  • Very small group sizes: devoting time and resources to just a few?


Challenges borrowing

Challenges: Borrowing

  • Borrowing is a great option, but can create overhead for planning the visit.

  • At KSU 1,150 high school students have borrowed over 4,300 items.

  • Overdue and replacement rate same as undergraduate population.

  • Teacher borrowing is the most popular option.

  • Many (about half) decide against borrowing.


Challenges communication

Challenges: Communication

  • Due to our differing work cultures, communication is challenging.

  • More than two collaborators creates additional obstacles.

  • Patience is key.


How it did work

How It Did Work

  • Open invitation (local).

  • 2 weeks notice.

  • Prefer groups of 25 or less.

  • Tie-in current assignment.

  • Add-on transition experiences.

  • Borrowing privileges available.

  • Collaborate with librarians and teachers.

  • Help them to collaborate.

  • Will provide assignment, if school doesn’t have one.


Transitioning to college t2c

Transitioning to College -- T2C

www.transitioning2college.org


Five 3 5 minute videos

Five 3-5 Minute Videos

  • Welcome to Academic Libraries

  • Talking to Databases

  • Tips for Research Success

  • Getting Help When you Need It

  • College: What to Expect


T2c supporting materials

T2C – Supporting Materials


Tool for real time assessment of information literacy skills trails

Tool for Real-time Assessment of Information Literacy Skills (TRAILS)

www.trails-9.org


Trails use

TRAILS Use

  • TRAILS-9 live in January 2006

  • TRAILS-6 live in January 2008

  • Geographic distribution: All 50 states plus the District of Columbia and the Virgin Islands; over 30 countries

  • To date administered to over 200,000 students


Insights action points

Insights & Action Points

  • We all have a lot in common.

  • Connect thru professional associations.

  • Information Literacy standards provide a framework for collaboration.

  • Nurture a K-16 / P-20 educational worldview.


Insights action points1

Insights & Action Points

  • Identify and connect with existing programs (duel-credit, bridge programs, Upward Bound).

  • Develop list of your information literacy expectations for students (new and graduating).

  • Collaborate for Assessment.

  • Take a leadership role.


Questions

Questions


  • Login