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Prepped for university:

introducing academic library literacy skills to
secondary school students
Induction – back in the day

Students were told:
•How and where to find a book
•How and where to find a journal article
A ...
Then students began asking:

• What is meant by an ‘academic’ book?
• What is meant by scholarly / peer reviewed journals?...
Sample slide

Author’s first initial
Author’s Surname or name

Date of publication
Article title

Zu, X., Fredendall, L.D....
HE expectations

• To be able to:
– Interpret Harvard or other bibliographic standards.
– Find, borrow, read appropriate c...
Expectations

• Academics’ expectations are not unreasonable.
But
• Induction is short
• Learning needs to be at the point...
Research, evidence & interest

•

Secondary School teachers (Grammar and Comprehensive), (outreach)

•

Secondary School c...
Outreach workshop

• Widening Participation Unit requested Library engagement
• Residential for 40 secondary school studen...
Search the internet for one or more of the following.

• A place in Ireland
• A famous composer or author
• Pantridge and ...
Now ask yourself:

• Why do I believe these sites are telling me the truth?
• What does the web address (url) tell me abou...
Now, go beyond Google with academic sources.
•

A place in Ireland

Select JSTOR Ireland
•

A famous composer

Select MUSE...
Now ask yourself:

• What is different about academic literature?
Justification / benefits
•

Subject Librarian remit – induction talks.

•

University remit – outreach and marketing.

•

...
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Prepped for University: introducing academic literacy skills to secondary school students.

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A paper given by
Norma Menabney, Subject Librarian , Arts, Humanities and Social Sciences, The Queen’s University, Belfast to the ALISS xmas 2013 event.

Published in: Education
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Prepped for University: introducing academic literacy skills to secondary school students.

  1. 1. Prepped for university: introducing academic library literacy skills to secondary school students
  2. 2. Induction – back in the day Students were told: •How and where to find a book •How and where to find a journal article A library tour was incorporated into a 20 minute induction. IT induction was separate.
  3. 3. Then students began asking: • What is meant by an ‘academic’ book? • What is meant by scholarly / peer reviewed journals? • What does my reading list mean? So we incorporated the answers into induction • How to read a ready list. Library and IT induction merged & attendance increased.
  4. 4. Sample slide Author’s first initial Author’s Surname or name Date of publication Article title Zu, X., Fredendall, L.D. & Douglas, T.J. (2008), ‘The evolving theory of quality management: The role of Six Sigma’, Journal of Operations Management, vol. 26, no. 5, Pg. 630-650 Journal title Volume Issue Pages
  5. 5. HE expectations • To be able to: – Interpret Harvard or other bibliographic standards. – Find, borrow, read appropriate chapters of texts. – Find, understand structure and read journal articles. – Source additional readings to support an argument. – Evaluate web sites. – Understand what a bibliography is.
  6. 6. Expectations • Academics’ expectations are not unreasonable. But • Induction is short • Learning needs to be at the point of need. • Academic library literacy is not part of secondary school curriculum. However • A window has been discovered – End of school term (level 13) – After UCAS personal statements are completed (level 14).
  7. 7. Research, evidence & interest • Secondary School teachers (Grammar and Comprehensive), (outreach) • Secondary School career teachers (outreach) • Secondary School librarian survey (outreach) • Undergraduates • Queen’s Learning Development Services • Queen’s School of Education academics • Queen’s Library colleagues • Kvenid, C., Calkins, K., ed (2011) Embedded Librarians: moving beyond one shot instruction. Chicago : Association of College and Research Libraries Everyone is interested!
  8. 8. Outreach workshop • Widening Participation Unit requested Library engagement • Residential for 40 secondary school students • “Unlock your skills and talent” workshop.
  9. 9. Search the internet for one or more of the following. • A place in Ireland • A famous composer or author • Pantridge and the heart defibrillator • Graphene - look at the BBC link for this • David Brailsford and the Sky cycling team
  10. 10. Now ask yourself: • Why do I believe these sites are telling me the truth? • What does the web address (url) tell me about each site? • Is the information current? • Who wrote the web page? • Who published it? • Is the page well organised and easy to navigate? • Is there a lot of advertising? • Does it link to other sites that are reliable? You are evaluating the website
  11. 11. Now, go beyond Google with academic sources. • A place in Ireland Select JSTOR Ireland • A famous composer Select MUSE or JSTOR • Pantridge and the heart defibrillator Select Science Direct • Graphene - look at the BBC link for this Select Science Direct or ABI Inform • David Brailsford and the Sky cycling team Select ????? What is his theory?
  12. 12. Now ask yourself: • What is different about academic literature?
  13. 13. Justification / benefits • Subject Librarian remit – induction talks. • University remit – outreach and marketing. • Students discovered something new . – They read academic literature & encouraged by online resources. • Addressed academics’ expectations – Plagiarism, copyright, why reference & email etiquette also covered. • The workshop overran. • Follow up interview with new & established UGs. • Pre induction knowledge frees time for other content. • Students begin study with an expected understanding & ensure they are ‘Prepped for university’

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