High School to College: Preparing for College Research

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High School to College: Preparing for College Research

  1. 1. Preparing for College Research Michelle Bishop, First-Year Experience Librarian, SUNY Oswego Brandon West, Instructional Design Librarian, SUNY Oswego
  2. 2. ACT National Curriculum Survey 2012 “ … There continues to be a large gap between high school teachers’ perceptions of the readiness of their graduating students for postsecondary education and what college instructors expect their incoming first-year students to know and be able to do to succeed in creditbearing college courses. This is due at least in part to a lack of alignment between K–12 and postsecondary curricula that may be hampering the efforts of K–12 to prepare students for life after high school.”
  3. 3. Today’s Workshop  Common Core & “College and Career Ready”  Discuss research expectations at the college-level  Discuss high school senior readiness for college-level research and beyond  Develop strategies to bridge the research readiness gap
  4. 4. Research Expectations at the College Level Faculty Expectations  First Year assignments  ENG  102 at SUNY Oswego Survey of faculty expectations of student citation use  Great weight on proper use of citation  Substantial class time spent discussing citation  Not seeing improvement in citation use
  5. 5. Research Expectations at the College Level National Standards—Association of College & Research Libraries ACRL Standards: The information literate student …  determines the nature and extent of the information needed (S1).  accesses needed information effectively and efficiently (S2).  evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system (S3).  uses information effectively to accomplish a specific purpose (S4).  understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally (S5).
  6. 6. ACRL Standards Metaliteracy Current S1: Know S2: Access S3: Evaluate S4: Use S5: Ethical, Legal Metaliteracy provides the integral foundation for additional literacy types, recognizing social media environments as active collaborative spaces for accessing and sharing one’s findings. This requires us to move beyond skills development to an understanding of information as dynamically produced and shared online. (Mackey & Jacobson, 2011)
  7. 7. Student Research Readiness State of Student Research Abilities Gap between the expectations of incoming students and the expectations of faculty teaching freshman courses (Raven, 2012)
  8. 8. Student Research Readiness Project Information Literacy (PIL) 2011 Everyday life research skills vs. Academic research skills (Head, 2013) Students’ research limited to everyday life topics: ◻ 95% use Search engines (e.g., Google) ◻ 87% Friends ◻ 84% Wikipedia ◻ 75% Personal Collections
  9. 9. Student Research Readiness Pew Internet & American Life Project, 2011 ◻ 80% use online social networks ◻ 62% go online to get news or information about current events ◻ 47% shop online ◻ 38% share their own creations online (video, pictures, artwork stories) ◻ All references to information searching relate to searching for health information
  10. 10. Student Research Readiness Realities of Academic Research ◻ Lack information literacy proficiency & grossly overestimate their abilities (Gross & Latham, 2012) ◻ 8 in 10 students report having overwhelming difficulties with getting started on research (PIL, 2011) ◻ Half of students surveyed reported having uncertainty with assessing quality of research efforts (PIL, 2011) ◻ Expect information needs satisfied immediately (Gross & Latham, 2011)
  11. 11. Bridging the Gap K-12 Preparation  Results of recent BOCES survey – at least 75% of high school students are performing research assignments  Common Core Anchor ELA Standards include language that promotes academic research in the high school classroom  Empire State Information Fluency Continuum (IFC) is a “K-12 framework of the information and inquiry skills and strategies that are required for in-depth learning” (New York City School Library System, 2010).
  12. 12. Bridging the Gap Common Core & Research Concepts Examples (CCSS, 2010) ⬜ Determine central ideas or themes of text (Reading) ⬜ Determine or clarify the meanings of unknown and multiplemeaning words (Language) ⬜ Conduct short as well as more sustained research-based projects (Writing) ⬜ Gather relevant information from multiple sources & assess for credibility and accuracy of each source (Writing) ⬜ Write informative/explanatory texts to convey complex ideas and information clearly and accurately (Writing) ⬜ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning […] (Language)
  13. 13. Bridging the Gap Aligning the Standards—IFC & ACRL Information Fluency Continuum (IFC) S1: Using Inquiry to Build Understanding and Create New Knowledge Association of College & Research Libraries (ACRL) S1: Know, S2: Access, S3: Evaluate S2: Pursuing Personal and Aesthetic Growth S4: Use S3: Demonstrating Social Responsibility S3: Evaluate, S5: Ethical, Legal
  14. 14. Preparing for College Research Long-Term Assignment Ideas  The process-based research assignment (McNeil Hurlbert, Savidge, & Laudenslager, 2003)     Annotated bibliography Poster presentations Speeches Research college of interest or intended major/future career
  15. 15. Preparing for College Research Short-Term Infusion Activities ◻ ◻ Academic research (Common Core-friendly) skills can be infused in the classroom with brief activities Examples Warm up activities – have students practice writing sources in a variety of citation formats (APA, MLA, Chicago) ⬜ Give students a paragraph from a research article to analyze or use for vocabulary exercises ⬜ 2 minute speeches/oral reports ⬜ Identifying parts of research articles ⬜
  16. 16. Preparing for College Research Collaborating with School Librarians  School librarians are the experts in the teaching and assessment of research concepts  Partner with school librarians to develop lessons which effectively incorporate essential research concepts (Fontichiaro, 2013)  Studies indicate that schools with a certified school librarian improve student achievement (Lance & Schwarz, 2012)
  17. 17. Preparing for College Research Collaborating with School Librarians Activity What are ways to integrate research into your classes?  Long-term activities  Short-term/daily activities  Involving your school librarian
  18. 18. Resources Lesson Plans with a Focus on Research Skills    http://www.google.com/insidesearch/searcheducation/lessons.html http://trails-informationliteracy.wikispaces.com/Lesson+Plans http://aasl.jesandco.org/ Diana Hacker’s Bedford Handbook online http://bcs.bedfordstmartins.com/bedhandbook7enew/Player/Pages/Frameset.aspx   Research Exercises & Results Research Documentation Online Research Project Calculator https://rpc.elm4you.org/   A free time management tool for research papers Offers a guided approach to the research process
  19. 19. Next Steps?  How do we move forward?  QUESTIONS
  20. 20. References ACRL. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency ACT. (2013). ACT national curriculum survey 2012: Policy implications on preparing for higher standards. Retrieved from http://www.act.org/research Common Core State Standards (CCSS) Initiative. (2012). Common core state standards. Retrieved from http://www.corestandards.org/ Fontichiaro, K. (2013). Research strategies for grades 9-12. School Library Monthly, 29(5), 53-54. Gross, M. & Latham, D. (2011). Experiences with and perceptions of information: A phenomenographic study of first-year college students. The Library Quarterly, 81(2), 161-186. Gross, M. & Latham, D. (2012). What’s skill got to do with it?: information literacy skills and self-views of ability among first-year college students. Journal of the American Society for Information Science and Technology, 63, 574-583. Head, A.J. (2013). Project information literacy: What can be learned about the information-seeking behavior of today’s college students. Association of College and Research Libraries. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/Head_Project.pdf
  21. 21. References Lance, K.C. & Schwarz, B. (2012). How Pennsylvania school libraries pay off: Investments in student achievement and academic standards. PA School Library Project. HSLC, Oct. 2012. Retrieved on October 31, 2013 from http://paschoollibraryproject.org/research. Mackey, T. R., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. McNeil Hurlbert, J., Savidge, Cathleen R. & Laudenslager, Georgia R. (2003). Process-based assignments: How promoting information literacy prevents plagiarism. College & Undergraduate Libraries 10(1), 39-51. New York City School Library System. ( 2010). Empire State information fluency continuum. Retrieved from http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm Oakleaf, M., & Owen, P. L. (2010). Closing the 12 - 13 Gap Together: School and College Librarians Supporting 21st Century Learners. Teacher Librarian, 37(4), 52-58. O’Sullivan, M. K. & Dallas, K.B. (2010). A collaborative approach to implementing 21 st century skills in a high school senior research class. Education Libraries, 33(1), 3-9. Pew Research Center. (2011). Trend data (teens). Pew Research Center’s Internet & American Life Project. Retrieved from http://www.pewinternet.org/Trend-Data(Teens)/onlineactivities-totatl.aspx. Raven, M. (2012). Bridging the Gap: Understanding the differing research expectations of first-year students and professor. Evidence Based Library and Information Practice, 7(3), 4-31. Retrieved from http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/17172
  22. 22. THANK YOU http://slideshare.net/bwest2 Michelle Bishop michelle.bishop@oswego.edu Brandon West brandon.west@oswego.edu

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