Pritchard - S.P.O.T. on transitions: enhancing 21st century academic literacies in secondary school science students

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Pritchard - S.P.O.T. on transitions: enhancing 21st century academic literacies in secondary school science students

  1. 1. S.P.O.T.  on  Transitions  Peggy  A.  Pritchard,  Associate  Librarian            LILAC  2012  University  of  Guelph,  CANADA            Parallel  Session  ppritcha@uoguelph.ca                  Thursday,  April  12th  
  2. 2. Formidable   transition   challenge    Tremendous  social   and  emotional   development    Pace  of  academic   semester    Increased  cognitive   demand  of   university-­‐level   courses  
  3. 3.   Academic  library  outreach  to  upper-­‐year   science  teachers    Three  components:   1  Lesson  plans    Activities  introduce  students  to  scholarly   literature  in  their  own  (familiar)  context  and   require  them  to  use  new  academic  skills   2  Academic  skills  support  resources   3  Additional  resources  for  teachers  
  4. 4.   Customized  to  Ontario  Science  Curriculum     subject/course  code;  grade  level;  topic;  specific   curriculum  expectations  met;  required  resources;   content  &  teaching  strategy  of  lesson    Require  students  to  find,  critically  read  and   analyze  scientific  journal  articles,  and   summarize  their  understanding       guided  by  questions  posed  in  writing  template  
  5. 5.   Downloadable  modules      Searching  for  scientific  journal  articles  using  DOAJ   Directory  of  Open  Access  Journals  <http://doaj.org>     Paraphrasing    Links  to  related  resources  for  academic  skills   development     Academic  Integrity     Guide  for  University  Learning     Guide  for  Time  Management  
  6. 6.   Solution  sets    “Create  your  own  journal  articles  assignment”    Opportunity  for  feedback  and  support     S.P.O.T.  has  been  showcased  at  the  annual   conference  of  the  Science  Teachers’   Association  of  Ontario.     Response  has  been  overwhelmingly  positive.    
  7. 7.   Learning  &  Curriculum  Support  team     Information  literacy  librarian     Academic  writing  specialist     Science  learning  consultant     First  year  learning  specialist    Focus  Group  participants     High  school  science  teachers     Freshmen  students     Instructors  of  first  year  science  courses  
  8. 8. S.P.O.T.  not  limited  to  Ontario  context    can  be  adapted  to  reflect  learning  language,   content  and  learning  objectives  of  science   curricula  in  other  academic  systems    content  of  research  and  writing  modules,  can   be  extended  in  higher  education    additional  resources  linked  to  as-­‐is,  or  used  as   model  for  development  of  new  tutorials  
  9. 9.   Academic  libraries  can   play  central  role  in   supporting  students’   transition  to  learning  in   higher  education    S.P.O.T.  empowers   science  teachers  and,   through  them,  their   students  
  10. 10. Access  S.P.O.T.  through  www.lib.uoguelph.ca      enter  “SPOT  for  teachers”  in  search  box  Peggy  A.  Pritchard  ppritcha@uoguelph.ca  Forthcoming  publication    Lackeyram,  D.,  Pritchard,  P.A.,  Garwood,  K.,  &  Mathany,  C.   (in  Press).  SPOT  on  transitions:    Enhancing  21st  century   academic  literacies  in  high  school  science  students.    In   Burhanna,  K.J.  (ed).    In  Informed  Transitions:  Libraries   Supporting  the  Student  Transition  to  College.    Westport,  CT:   Libraries  Unlimited.  

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