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from University?
hashtag for today is #lilac16
What happens after graduating from university?
Alison J. Head, Ph.D., Project Information Literacy, University of Washington iSchool21 March 2016 | LILAC, Monday, 16:15 – 17:00 p.m. | Parallel Session #3University College Dublin | Dublin, Ireland
Spring 2014
n = 63
Fall 2014
n = 1651
Spring2015
n = 63
Initial interviews
Follow-upinterviews
Report released
January 2016
Findings from PIL’s two-year U.S. information literacy study
Onlinesurvey
Qualitative Quantitative Qualitative 10 solutions
Public dataset
Lifelong learning:Improving skills, acquiring additional knowledge
3. Community
1. Personal life
2. Workplace
10 U.S. colleges and universities
Belmont University (TN)Ohio State University (OH)Phoenix College (AZ)University of Redlands (CA)Trinity University (TX)
University of Central Florida (FL)University of Nevada, Las Vegas (NV)University of North Carolina at Charlotte (NC)University of Texas, Austin (TX)University of Washington (WA)
3research
takeaways
#1 Graduates were surprised to findreal life requires constant learning.
Community
13%
Workplace30%
Personal life57%
Where learning needs occur in “real life”
2015 Lifelong Learning Survey , n = 1651 graduates between 2007-2012 | 10 campuses
Personal life Workplace Community
How-to info 75%Hobbies 70%Money mngt. 69%Purchases 63%Interpersonal* 44%
Career dev. 69%Computers 57%Interpersonal* 56%Mobile devices 32%Social contacts 25%
Civic action 25% Volunteering 24%Interpersonal* 16%Social contacts 14%Working w/kids 13%
2015 Lifelong Learning Survey , n = 1651 (check all that apply, 28 categories)
#1 need = interpersonal communication
#2 Graduates used Google search – but they turned to people almost as much.
Personal life Workplace Community
Search engines 88%Friends 79%Social networks 79%Family 77% Public libraries 45%
Co-workers 84%Search engines 83%Boss 79% Books 51%Conferences 49%
Search engines 38%Social networks 26%Friends 24%News sources 23%Family 15%
2015 Lifelong Learning Survey , n = 1651 (check all that apply, 16 categories)
#1 source = search engines
YouTubePinterestDuolingo
Khan AcademyCoursera
Stack OverflowCodecademy
Google Helpoutslynda
edXUdemy
CrashCourseUdacity
Academic EarthALISON
0% 25% 50% 75% 100%
79%51%
21%18%
14%12%
10%9%
7%5%
3%3%2%1%1%
Beyond Google, what’s the destination?
2015 Lifelong Learning Survey, | n = 1651 graduates
Social search > model of “shared utility”
Usefulness Interactivity Shared Utility
Fundamental shift in information seeking
2016 Lifelong Learning Report, p. 57.
2015 Lifelong Learning Survey, (“strongly agree” + “somewhat agree” ) | n = 1651 graduates
Still challenged – even in the digital age
Finding understandable information
Lacking access to library databases
Lacking access to professors or lectures
Staying motivated to keep learning
Staying on top of everything
Finding affordable sources
Finding time for continued learning
0% 25% 50% 75% 100%
29%
50%
50%
62%
70%
73%
88%
#3 In most cases, but not all, critical thinking skills
were transferable from college.
A critical thinking index
1. Questioning
2. Searching
3. Interpreting
Asking + staying motivated to keep learning
Formulating strategy + using multiple sources+ re-researching
Sorting + extracting + “close” reading + evaluating credibility
2015 Lifelong Learning Survey , n = 1651 (check all that apply, 14 categories)
4. Applying
5. Metacognition
Drawing conclusions + communicating + presenting results
Ability to learn anything + teach someone else
Interpreting Questioning Searching Applying
27% 72% 76% 76%
Were these critical thinking skills developed during university?
2015 Lifelong Learning Survey , (Index from Likert Scale, 1 – 5 points from agree to disagree )
Asking questions until a topic is understoodStaying motivated to keep learning
Meta-cognition
74%
Major mattered
3.14
Questioning n = mean scores on critical thinking index
3.14
3.43 Physical & life sciences
3.36 Business Administration
3.34 Occupational training
3.32 Education
3.31 Arts & Humanities
3.24 Architecture & Engineering
3.14 Computer Science
Stepping back:
How can we better prepare today’sgraduates as lifelong learners?
Recommendations: Information literacy interventions
Higher EducationInclude strategies for finding guidance and expertise after graduation + integrate social side of research
Public LibrariesDesign libraries as “gathering places” for informal and formal learning + embed learning across community
K – 12 CurriculumLeverage success of teaching evaluation skills early on and enhance as students’ learning continues
What happens after graduating from university?
hashtag for today is #lilac16
Thank you
Alison J. Head, Ph.D., Project Information Literacy, University of Washington iSchool21 March 2016 | LILAC, Monday, 16:15 – 17:00 p.m. | Parallel Session #3University College Dublin | Dublin, Ireland