This document discusses preparing high school students for college-level research. It begins by noting a gap between what high school teachers expect students to know and what college professors expect. The workshop aims to discuss Common Core standards, college research expectations, and strategies to improve high school student research readiness. It outlines faculty research assignment expectations and national ACRL standards. While students are proficient with everyday online research, they struggle with academic research skills like evaluating sources and citing properly. The document suggests long-term and short-term classroom activities as well as collaborating with school librarians to better prepare students before college.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
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Incorporate Information Literacy into Next Generation Science Standards assignments, lesson plans, and units. Presented at Lakeland Community College on October 1, 2014 by Thomas Hyland and Emily Szymanski
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
Incorporate Information Literacy into Next Generation Science Standards assignments, lesson plans, and units. Presented at Lakeland Community College on October 1, 2014 by Thomas Hyland and Emily Szymanski
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
Learning Analytics and Libraries: A Natural PartnershipWiLS
Presented at WiLSWorld 2016 on August 2nd, 2016 by Kimberly Arnold, Evaluation Consultant, UW-Madison
Learning analytics has recently burst onto the educational scene. A process that helps optimize the teaching and learning environment for students, educators, and administrators, learning analytics has proven it is more than a passing trend. This session will offer a primer on learning analytics and share examples of how libraries are getting involved.
Presentation given at the 2015 Florida Library Association 2015 annual meeting on teaching with the new Information Literacy Framework for Higher Education.
New Data, Same Skills: Applying Core Principles to New Needs in Data CurationLynn Connaway
Connaway, Lynn Silipigni. 2017. "New Data, Same Skills: Applying Core Principles to New Needs in Data Curation." Presented at the IFLA Satellite Meeting of the World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Warsaw, Poland, August 16-17.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
Learning Analytics and Libraries: A Natural PartnershipWiLS
Presented at WiLSWorld 2016 on August 2nd, 2016 by Kimberly Arnold, Evaluation Consultant, UW-Madison
Learning analytics has recently burst onto the educational scene. A process that helps optimize the teaching and learning environment for students, educators, and administrators, learning analytics has proven it is more than a passing trend. This session will offer a primer on learning analytics and share examples of how libraries are getting involved.
Presentation given at the 2015 Florida Library Association 2015 annual meeting on teaching with the new Information Literacy Framework for Higher Education.
New Data, Same Skills: Applying Core Principles to New Needs in Data CurationLynn Connaway
Connaway, Lynn Silipigni. 2017. "New Data, Same Skills: Applying Core Principles to New Needs in Data Curation." Presented at the IFLA Satellite Meeting of the World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Warsaw, Poland, August 16-17.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
You’ve done it! You’ve made it to the end of your high school years (or you’re almost there) and you’re ready to make the transition from high school senior to university student. While this is a really exciting time, you might also be wondering what to expect and how much will change. We take a look at some of the biggest differences between high school and uni to help you get a feel for what university study is all about.
For even more helpful tips and advice, check out the resources in this special edition of HeyU magazine or get ready to attend an upcoming USQ Open Day.
Technical & Vocational Education & Training (TVET) from Malaysia PerspectiveGhazally Spahat
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
Preparing for College: Expectations vs. RealityKevin Forch
A presentation on how the realities of college don't line up with the expectations created by popular media. (Corgis pictures are used to demonstrate these differences)
The development of a research and writing support site for studentsLearningandTeaching
Most postgraduate students will have developed research and writing skills while undertaking their undergraduate degree, yet many still find it challenging to meet the expected high standards of independent research and thesis writing. In this video, Michelle describes a project undertaken by Student Learning Support and the School of Psychological Sciences to support students in the Master of Psychology (Clinical) at ACAP, and supported by a Learning and Teaching Grant.
The project involved creating a research and writing support site covering topics such as Developing Your Research Proposal, Writing Your Literature Review, and Publishing and Presenting Your Research. Michelle discusses how the team developed the site to complement existing support, showcase some of the resources, and explain how the effectiveness of the project will be measured.
Seeing That Students Succeed: Rising Expectations and the Library's Role in T...Kate Lawrence
Roger Schonfeld of Ithaka S+R and Kate Lawrence of EBSCO co-presented a talk at the Charleston Library Conference on the topic of students success, learning outcomes and the role of librarians and faculty in teaching information literacy skills.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
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Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Digital Badges: A Tool for Embedded Library InstructionEmily Ford
Digital badges, much like embroidered scouting badges, signify an earner’s skills. In higher education educators are using badges to certify student achievements. Badges communicate to students, faculty, and the public what skills students earn during their course of study much better than can a letter grade, certificate, or diploma.
This session will begin with a theoretical background informing badging including: gamification, motivation, neoliberalization of education, technological innovation, and competency-based curriculum. Next we will discuss how our team--three Community Health professors and one librarian from Portland State University--embedded badges for information literacy into three undergraduate Community Health courses during Fall 2014. Finally, we will present what we learned from the experience. By discussing our learning outcomes-based approach to instructional design, “how tos” of implementing badge technology, and discussing lessons learned, session attendees will discover ways to approach and implement badges at their home institutions.
Emily Ford, Urban & Public Affairs Librarian, Portland State University
Betty Izumi, Assistant Professor of Community Health, Portland State University
Jost Lottes, Research Associate, Institute on Aging, Portland State University
Dawn Richardson, Assistant Professor of Community Health, Portland State University
Organizational Implications of Data Science Environments in Education, Resear...Victoria Steeves
Data science (DS) poses key organizational challenges for academic institutions. DS is a multidisciplinary field that includes a range of research methodologies and fields of inquiry. DS as a domain is interested in many of the same issues as libraries: data access and curation, reproducibility, the value of ontologies, and open scholarship. At the same time, identifying opportunities to collaborate and deploy unified services can be challenging. The Data Science Environment (DSE) program, co-funded by the Gordon and Betty Moore and Alfred P. Sloan foundations, provides resources to help universities develop collaborations between researchers, develop tools in DS, and create new career paths for data scientists. Working groups within the DSE focus on reproducibility, career paths, education/training, research methods, space issues, and software/tools. This program has introduced new opportunities for libraries to explore how to engage with this community and consider how to bring the expertise in the DS community to bear on library missions and goals. In this panel, program members from each of the three partner universities, the University of Washington, New York University and the University of California, Berkeley, consider the research questions of the DSE and the organizational impact of these groups in the University as a whole and for the libraries specifically. The panel will employ a case-study presentation model framed through three lenses: the role of data sciences in information science, the
potential career paths for data scientists in libraries, and the potential
amplification of information services (e.g. data curation, institutional repositories, scholarly publishing).
CNI Program: Talk Description: https://www.cni.org/topics/digital-curation/organizational-implications-of-data-science-environments-in-education-research-and-research-management-in-libraries
Video of Talk--Vimeo: https://vimeo.com/149713097
Video of Talk--YouTube: https://www.youtube.com/watch?v=L0G9JsPMEXY
Too often students become lost in the expert voices found in secondary sources. How do we empower students to find their authentic voices in the writing process? How do we accomplish this while addressing the need for assessment? Two instructional librarians will discuss the pedagogical power and potential uses of primary sources for both students and educators. Educators can use primary sources in instruction to empower students to find their own voices in the writing process. Working with primary sources also helps students develop evaluative and critical thinking skills which are key measures of the Common Core Standards. During the session, the librarians will present a mini lesson which will engage the audience in the use of select primary source material.
One of the best opportunities in librarianship is writing book reviews. Writing book reviews is an easy method for starting an academic writing career. This activity also provides a venue for keeping up with current literature, whether leisure reading or for a particular collection. The speakers will provide some tips and insights into writing reviews since they are experienced in reviewing materials for Choice, Library Journal, and Children’s Literature Comprehensive Database.
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High School to College: Preparing for College Research
1. Preparing for College Research
Michelle Bishop, First-Year Experience Librarian, SUNY Oswego
Brandon West, Instructional Design Librarian, SUNY Oswego
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
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. 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