K-16 Learning Continuums:K-16 Learning Continuums:The Structured Path to the The Structured Path to the Information Literate College StudentInformation Literate College Student

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

MASL Conference, April 18, 2010

OverviewOverview

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?

1. What 1. What dodo they know? they know?

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 &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

~M31 ~M32 ~M33 ~M34 ~M35

~M11 ~M12 ~M13 ~M14 ~M15 ~M16 ~M17 ~M18 ~M19 ~M20

~M36 ~M37 ~M38 ~M39 ~M40

~M21 ~M22 ~Mz23 ~M24 ~M25

~M1 ~M2 ~M3 ~M4 ~M5

~M26 ~M27 ~M28 ~M30~M29

~M6 ~M7 ~M8 ~M10~M9

~PA1 ~PA2 ~PA3 ~PA4 ~PA5

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

% % % % %

#1 response (42.17%)

Perceived vs. Actual Knowledge

Portrait: The Incoming Portrait: The Incoming FreshmanFreshman

Widely varying research abilitiesDigital divide AND Participatory divideMyth of the “Tech Savvy Millennial”?Significant gap in self-perception of

abilities vs. actual knowledgeFairly common library anxiety/aversion

2. What 2. What shouldshould they know? they know?

StandardsStandards

Level Standard

K-12Standards for the 21st–Century Learner (AASL, 2007)

CollegeInformation Literacy Competency Standards for Higher Education (ACRL, 2000)

TechnologyNational Educational Technology Standards for Students (ISTE, 2007)

DESE Communication Arts GLEs & CLEs (2010)

Top 10 Academic Research Top 10 Academic Research Survival Skills 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 Top 10 Academic Research Survival Skills Survival Skills (continued)(continued)

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

services9. Info privacy/security issues10.Information technology

fluencies

Adapted from McCann, H. (2008)

Sandy’s freshmen survival Sandy’s freshmen survival guideguide

Check campus email account at least dailyAttend classes regularly and be preparedUse your campus plannerBe organized and set priorities Include your first and last names on assignments

and emails (and the history of email correspondence in your reply)

Staple papers together before submittingBe bold – step outside your comfort zone Join in campus eventsCommunicate with instructorsAsk questions

3. 3. WhenWhen should they learn should they learn it?it?

A/1

B/2 B. After eighth grade

C/3 C. After twelfth grade

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

~PA1%

~PA2%

~PA3%

~PA4%

A. After fifth grade

Get Your Clickers Ready!When does formal library instruction

end in your building/district?

~M31 ~M32 ~M33 ~M34 ~M35

~M11 ~M12 ~M13 ~M14 ~M15 ~M16 ~M17 ~M18 ~M19 ~M20

~M36 ~M37 ~M38 ~M39 ~M40

~M21 ~M22 ~M23 ~M24 ~M25

~M1 ~M2 ~M3 ~M4 ~M5

~M26 ~M27 ~M28 ~M30~M29

~M6 ~M7 ~M8 ~M10~M9

~NRResponse

Total

K-16 Continuum ModelsK-16 Continuum Models: : Example: Example: CLOCCLOC

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

4. 4. HowHow do we best impart do we best impart it?it?

Effective/Essential Effective/Essential Instruction TechniquesInstruction Techniques

Integrate library instruction with class assignments (relevant)

Active learning (engaging)Choose interesting topics (engaging)Encourage creative projects (information

producers) Inject humor/games into instruction (fun)Case studies (experiential) Incorporate 2.0 and other emerging multimedia

technologies (technical literacy)

5. How do we 5. How do we make it happenmake it happen - - together?together?

The K-12/Academic The K-12/Academic Librarian DisconnectLibrarian Disconnect

Source: Schroeder, R. (2007)

Librarians that Lunch!Librarians that Lunch!

Warrensburg area school, public, and academic librarans chowing down. - January 2010

K-16 Collaboration ModelsK-16 Collaboration ModelsAd-hocAd-hoc

Academic library outreach instruction to K-12 schools

Research field trips by K-12 students to regional colleges

Belton High School Students at UCMSpring 2010

K-16 Collaboration Example 1:K-16 Collaboration Example 1:Library outreach (ad-hoc)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:K-16 Collaboration Example 2:Academic Library Field Trips (ad-hoc)Academic Library Field Trips (ad-hoc)

U. of Central Missouri:

Dual-credit sections of LIS 1600 ◦ Online and off-campus

sections

Annual bibliographic instruction, library tour & orientation ◦ 7 regional high schools

Belton High School Students at UCMSpring 2010

K-16 Collaboration ModelsK-16 Collaboration ModelsFormal/SystematicFormal/Systematic

Regional cooperative committeesFormal academic liaison relationship

to area schoolsCooperative borrowing privilegesState-funded access to academic

databases

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

SLSC / SUNY Oswego◦ Formal arrangement where a university

representative librarian attends all School Library System Council meetings 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 How WeWe Can Reach Out Can Reach Out - Starter Ideas- 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 How YouYou Can Reach Out Can Reach Out - Starter Ideas- Starter Ideas

Adopt/develop a continuum modelCollaborate with K-12 librarians at other

educational levelsReach out to regional academic schoolsExpand programs for college-bound

students and introduce academically oriented assignments

Advocate for integrated info lit instruction across school curriculum

Suzanne Foster Endowment in Information Literacy @ UCM

Let’s brainstorm Let’s brainstorm for more ideas!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!

~M31 ~M32 ~M33 ~M34 ~M35

~M11 ~M12 ~M13 ~M14 ~M15 ~M16 ~M17 ~M18 ~M19 ~M20

~M36 ~M37 ~M38 ~M39 ~M40

~M21 ~M22 ~M23 ~M24 ~M25

~M1 ~M2 ~M3 ~M4 ~M5

~M26 ~M27 ~M28 ~M30~M29

~M6 ~M7 ~M8 ~M10~M9

~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/http://guides.library.ucmo.edu/masl2010masl2010

Presentation resources available at: