DUAL CREDIT: SKILLSTHAT TRANSFEROr, how to make dual credit students love your libraryso much they just have to enroll in ...
Why Dual Credit?•   Universities attract good students and ease    their transition to college•   Teachers challenge their...
Purpose of Dual Credit Instructionat Meyer Library Help students complete assignmentThe “Wow!” factorMotivation to atte...
Barriers to Information Literacy   The Google effect       I used Wikipedia in a paper last year and got an        A!  ...
The Culture of Dual CreditBurhanna and Jensen (2006)Dual Credit Students         College Freshmen Close peer groups      ...
Structuring the Class Usually 1 ½ hours long Get to know your students Articulate learning outcomes: what do  you want ...
Learning Outcomes   Students will search a variety of sources in    order to find high quality information for their    p...
Making the Session Count   Active learning and hands-on activities       Students “need to interact more closely with th...
Introductions Distribute index cards Ask students to respond to a question   How can the library help me do my    assig...
1. Emphasis: The LibraryHomepageOr, the Magical Portal to Free Information 58% of students “not sure” whether library  of...
2. Finding What’s Out There   Basic catalog searching       Keyword Searching         Remember to use “And” to join ter...
3. Scholarly v. Popular   Kimbel Library video   Group activity       Each group gets one example of a scholarly       ...
Databases   Click on Articles and Databases link   Ask students to find the top three databases    for Literature Resear...
Database Searching Activity   Sample Assignment: Comparing MLA International    Bibliography and JSTOR   Group Assignmen...
Self-Directed Search Time   Students focus searches on their own topics   Librarian and instructor available for help  ...
Wrap-Up   Review what was covered in class   Ask students to share what they have found    on their topics (either to th...
Skills Acquired:   Students can now:       Find books in the catalog and in the stacks       Distinguish between schola...
Signs Point to:   Library instruction helps students achieve at a    higher level       Can produce work at the college ...
Reference List   Burhanna, K. & M. L. Jensen. 2006. “Collaborations for Success: High    School to College Transitions.” ...
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Dual Credit: Skills That Transfer

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An overview of the dual credit academic library instruction session, by Ngaire Smith.

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Dual Credit: Skills That Transfer

  1. 1. DUAL CREDIT: SKILLSTHAT TRANSFEROr, how to make dual credit students love your libraryso much they just have to enroll in your university!NGAIRE SMITHREFERENCE AND INSTRUCTION LIBRARIAN - MISSOURI STATE UNIVERSITY LIBRARIESMISSOURI LIBRARY ASSOCIATION CONFERENCE, OCTOBER 4, 2012
  2. 2. Why Dual Credit?• Universities attract good students and ease their transition to college• Teachers challenge their students with college level curriculum (Burhanna and Jensen, 2006)• Students earn college credits, helping them to graduate early (and save moula!) (Smith, 2007)• Senior year ≠ prom planning and yearbook committee
  3. 3. Purpose of Dual Credit Instructionat Meyer Library Help students complete assignmentThe “Wow!” factorMotivation to attend college (Cosgrove, 2001)Students are “more systematic and purposefulin information gathering” (Goodin, 1991, 35)87% of students reported that library instructionhelped them complete their assignment (Joneset al. 2012)
  4. 4. Barriers to Information Literacy The Google effect  I used Wikipedia in a paper last year and got an A! Everything’s Online, right?  The “Bones” Effect “Satisficing”  Those first two articles will work!
  5. 5. The Culture of Dual CreditBurhanna and Jensen (2006)Dual Credit Students College Freshmen Close peer groups  Newly independent Open to group  Distracted by new work roles and Focused and responsibilities  Range of academic attentive abilities Excited to be here  Have a lot of new Limited time to find information to information absorb Academically
  6. 6. Structuring the Class Usually 1 ½ hours long Get to know your students Articulate learning outcomes: what do you want your students to be able to do? Reminder: College = study
  7. 7. Learning Outcomes Students will search a variety of sources in order to find high quality information for their papers Students will employ different search techniques in order to narrow and focus their searches
  8. 8. Making the Session Count Active learning and hands-on activities  Students “need to interact more closely with the course material than simply listening to it or reading about it.” (Jacobson and Xu, 2004) Extra scaffolding for off-campus learners
  9. 9. Introductions Distribute index cards Ask students to respond to a question  How can the library help me do my assignment?  Describe a time when you used research to help you make a decision Discuss answers as a class Overview of the session
  10. 10. 1. Emphasis: The LibraryHomepageOr, the Magical Portal to Free Information 58% of students “not sure” whether library offers access to online databases (De Rosa et al. 2006) Google v. Library Homepage  Library pays for information so that you don’t have to! Get help from the experts – Ask a Librarian
  11. 11. 2. Finding What’s Out There Basic catalog searching  Keyword Searching  Remember to use “And” to join terms  Play around with keywords to expand your search  Use subject terms to find other similar items Call numbers  What they mean, and how to use them to find books Activity  In groups, students find two books on a topic in the catalog and text them to their phones, go to the stacks, and take a photo of the book. Prize for first!
  12. 12. 3. Scholarly v. Popular Kimbel Library video Group activity  Each group gets one example of a scholarly journal and one example of a popular journal  Using the criteria in the video, each group will decide which is which, and why Report back to the class
  13. 13. Databases Click on Articles and Databases link Ask students to find the top three databases for Literature Research Pick one and demonstrate a few features, such as narrowing by full text only, narrowing by date, and emailing articles
  14. 14. Database Searching Activity Sample Assignment: Comparing MLA International Bibliography and JSTOR Group Assignment: Each group will find two full text, scholarly articles, one from the last five years, on gender in The Ye llo w Wa llp a p e r Worksheet  Describe articles  What makes them scholarly?  Discuss helpful database features  Describe obstacles encountered Report back to class
  15. 15. Self-Directed Search Time Students focus searches on their own topics Librarian and instructor available for help Students retrieve books from stacks, save pdfs, or email them One-on-one consultation with each student
  16. 16. Wrap-Up Review what was covered in class Ask students to share what they have found on their topics (either to the class or in a one minute paper) Reemphasize the library homepage and Ask a Librarian Remind students that the library is vital to a successful college experience Make sure they all now want to attend MSU!
  17. 17. Skills Acquired: Students can now:  Find books in the catalog and in the stacks  Distinguish between scholarly and popular articles  Use a variety of search techniques  Identify ways to get help with research when needed
  18. 18. Signs Point to: Library instruction helps students achieve at a higher level  Can produce work at the college level when given the right tools and resources (Goodin, 1991) Library use improves student retention  Haddow and Joseph (2010) found that students who used the library in their first semester were more likely to stay in college
  19. 19. Reference List Burhanna, K. & M. L. Jensen. 2006. “Collaborations for Success: High School to College Transitions.” Re fe re nc e s Se rvic e s Re vie w, 34(4), 509- 519. Cosgrove, J. 2001. Promoting Higher Education: (Yet) Another Goal of Bibliographic Instruction of High School Students by College Librarians.” Co lle g e a nd Und e rg ra d ua te Libra rie s , 8(2): 17-24. Goodin, M. Elspeth. 1991. “The Transferability of Library Research Skills from High School to College.” Sc ho o l Libra ry M d ia Qua rte rly . 20(1): 33-42. e Haddow, Gaby, and Jayanthi Joseph. 2010. “Loans, Logins, and Lasting the Course: Academic Library Use and Student Retention.” A tra lia n us A a d e m ic a nd Re s e a rc h Libra rie s , 41 (4): 233-244. c Jacobson, Trudi and Lijuan Xu. 2004. M tiva ting Stud e nts in I rm a tio n o nfo Lite ra c y Cla s s e s . New York: Neal-Schuman Publishers, Inc. Jones, C.G., T. Stout, R. Thompson, and L. Cline. 2012. Libra ry Co ns titue nc y Surve y : I rim Re p o rt. Springfield: Missouri State University nte Libraries. Smith, D. 2007. Why Expand Dual-Credit Programs?” Co m m unity Co lle g e

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