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Understanding GED Students as an Information User Group

Understanding GED Students as an Information User Group. Becky Croxton, CPCC Library Services/UNCG MLIS Program John Wicker, CPCC GED/Basic Skills Instructor. Purpose of Study. To develop a deeper understanding of GED students as an information user group.

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Understanding GED Students as an Information User Group

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  1. Understanding GED Students as an Information User Group Becky Croxton, CPCC Library Services/UNCG MLIS Program John Wicker, CPCC GED/Basic Skills Instructor

  2. Purpose of Study • To develop a deeper understanding of GED students as an information user group. • Inform information service providers on how to better meet the needs of GED students.

  3. The Facts • In the United States, 30 millionadults: • Did not complete a high school education and • Were not enrolled in an education program (2000 Census) • 776,728 adults worldwide took some portion of the GED in 2008. • 493,490 (63.5%) adults met GED passing standards in 2008 Sources: • 2000 US Census Data • General Educational Development Testing Service, 2009, p. 1

  4. Analytical Framework • Robert Taylor’s (1991) Model of Information Use Environments: • Set of people • Settings (where information seeking & exchange takes place) • Problems • Resolution to problems • Expanded this model to include: • Barriers to information

  5. Study Methodology One-on-one interviews with 15 students* enrolled in the CPCC Harris Campus GED Program. • Test * Represents approximately 12-15 % of GED student population at Harris Campus at any given time.

  6. Findings • Who are GED students at CPCC? • Age: • Range: 17 – 62 years • Median age: 27 years • Average age: 33 years • Number of years since leaving high school: • Range: 6 months to 45 years • Median years: 10 years • Average years: 16 years • Race/Ethnicity • White: 7% • African American: 67% • Hispanic: 2 % • Asian: 2 % • Gender: • Female: 60% • Male: 40%

  7. Findings • Settings • When you have questions about the GED program, where do you go (or who do you ask to find the answers)? *Respondents were able to cite more than one source for information.

  8. Findings • Settings (continued) • When you need help or information to prepare for the GED tests, where do you go (or who do you ask) to find the answers? *Respondents were able to cite more than one source for information.

  9. Findings • Problems (which lead to information needs) • Why did you decide to enroll in a GED program? *Respondents were able to cite more than one reason for enrolling.

  10. Findings • Barriers to information • What are some challenges you have faced in completing your GED? *Respondents were able to cite more than one challenge.

  11. Findings • Problem solution – enroll in GED program, remain in program, and pass all 5 exams. • Retention continues to be an issue: 27% of those interviewed have enrolled in GED programs multiple times throughout adult lives

  12. Findings • Problem solutions (continued) • CPCC libraries, though poised to be part of the problem solution, largely go unused by GED students. Have you ever considered the CPCC library as a place to go for information which might help you?

  13. Lessons Learned • Using the “Build it and they will come approach” doesn’t always work when developing services or products. • Tailor services and programs according to the stated needs and preferred information seeking methods of your students or patrons.

  14. Lessons Learned • Demographics: Over half of GED students interviewed were ages 25 and above. • Research suggests -- Adult learners may need a little bit of extra hand holding as they learn the ropes of going to school again, including utilizing the library and online resources.

  15. Lessons Learned • Settings: Students seek majority of information from GED instructors. • Research suggests that students respond well to GED instructors who act in facilitator/coaching role. • Library/information service staff must position themselves as facilitators/coaches as well. Students may then begin to develop trust relationship, thereby facilitating the exchange of information.

  16. Lessons Learned • Students find value in studying with books and computers. • While libraries have these resources available, libraries go unused by the majority of GED students. • Libraries need to consider actively marketing their resources to GED students. • GED programs must consider suggesting the library to their students. • Libraries & GED must partner for their students’ success!

  17. What’s next? • Help connect GED students to opportunities beyond the GED. • Libraries can advertise their recommended web sites to these students, highlighting jobs and career info, educational info, and financial aid.

  18. Lessons Learned • Addressing barriers confronted by GED students • Situational Barriers: • Continue to offer flexible hours and no-cost services. • Academic Skills Barriers • Increase collection of basic subject specific materials (particularly math) and advertise these collections to GED students • Develop ways to help students overcome lack of computer expertise.

  19. Proposed Products • Informational Flier: • Information tailored specifically for GED students to be distributed to GED students at program registration. • Accessing Your Library Step-by-Step • Basic instructional guide including information on: • Creating a CPCC username and password • What to do if you forgot your password • Navigating the online library catalog • Accessing Learning Express Library • Accessing Librarian Tested Web Sites

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