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

The document describes S.P.O.T., a program developed by the University of Guelph library to help high school science students transition to university-level academic work. S.P.O.T. provides lesson plans incorporating scholarly articles, resources on academic skills like searching and paraphrasing, and support for teachers. The customizable lessons are mapped to the Ontario science curriculum. Feedback on S.P.O.T. from teachers and students has been positive. The program aims to empower science teachers and students to develop literacy skills needed for university.

Education Technology

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

Formidable

transition

challenge

  Tremendous
social

and
emotional

development

  Pace
of
academic

semester

  Increased
cognitive

demand
of

university-‐level

courses

  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

  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

  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

  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.

  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

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

  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

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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The document discusses teacher handbooks, pupil workbooks, and supplementary readers. It provides information on the purpose and advantages of each resource. Teacher handbooks are meant to help teachers monitor curriculum and include teaching aids, lesson plans, and methods for tracking student progress. Workbooks provide practice problems for students and can vary in their organization and content. Supplementary readers are used to introduce new topics to students and foster interests through short stories, poems, and other works to supplement classroom learning. The resources are generally intended to support teachers and guide student learning outside of classroom lessons.

Resource materials in physical science

arsharamesh

This document discusses different types of resource materials used in physical science education, including textbooks, handbooks, workbooks, supplementary readers, and reference books. Textbooks provide printed instructional materials and are widely used by teachers and students. Handbooks are excellent reference materials for teachers that contain summaries, concepts, objectives, and teaching aids. Workbooks allow students to practice what they learn and promote self-learning. Supplementary readers help stimulate further reading and develop students' literacy and interests. Reference books supplement classroom learning and help students with self-study and assignments.

Session D - ACRLNEC-May-2012_0

Fyiane Nsilo- Swai

This document describes a mentoring program between librarians and honors students at Quinsigamond Community College. The program partners librarians with students enrolled in the college's Honors Colloquium course to provide research guidance and support throughout a semester-long research project. Students meet with their assigned librarian mentor multiple times and receive feedback on their progress. Both students and librarians report on the mentoring sessions. The program aims to help honors students develop their research, writing, and information literacy skills. Assessment of the program focuses on bibliographies, presentations, and feedback from students, librarians and faculty.

Partnering For First Year Success

rgkwml

The document summarizes a partnership between Wallace Library at Rochester Institute of Technology (RIT) and RIT's First Year Enrichment (FYE) program. The library gave tours to FYE students and created an online guide to library resources to support an interdisciplinary research assignment. Library staff provided an interactive instruction session and individual consultations. While students struggled with topics and citations, the collaboration increased student awareness of library services and resources. The partnership provides a model for engaging first-year students.

An in progress co-teaching project developing information, technology, and s...

Emporia State University

Reference as teaching: Breaking barriers for international students

Yusuke Ishimura

This document discusses barriers international students face when using library reference services and proposes teaching strategies to overcome these barriers. It finds international students have difficulties with communication, library skills, and knowledge. Their communication is affected by language issues, cultural differences, and negative views of librarians. Their library skills and knowledge are limited by unfamiliar systems and lack of experience. The document suggests learner-centered teaching strategies like empathy, practice, and clear explanations to address these challenges.

How we teach is what we teach, integrating effective fye instruction 072418 f...

credomarketing

Kent State University Library Director Mary Hricko and Fresno State Doctoral Student Ray Pun discuss strategies for improving the efficacy of information literacy instruction by using resources like Credo, and how to bring faculty into the loop so they too can positively impact student outcomes. You’re sure to walk away with ideas on how to reduce library anxiety, replace outdated faculty misconceptions, and incorporate resources in instruction.

Open textbooks in universities

Vivien Rolfe

1) Open textbooks have the potential to increase access to education by reducing costs for students. Research shows that open textbooks can be of high quality and beneficial for teaching and learning. 2) A study of UK students found that while many see textbooks as important, many skip purchases due to high costs, with some changing courses as a result. Lecturers are often unaware of open textbooks as an alternative. 3) A survey is exploring UK staff and students' use and awareness of textbooks, including open ones. Preliminary findings suggest higher costs and debts influence student choices, while awareness and use of open textbooks among staff is growing.

Transition

Nicole Sprainger

SAFINI RESOURCE MATERIALS

SAFINI TC

The document discusses the importance and role of various instructional materials in science teaching and learning, including textbooks, reference books, teacher handbooks, and school libraries. It outlines the key criteria for developing effective science textbooks, such as qualifications of authors, organization of content, illustrations, and readability. It also describes the advantages of teacher handbooks in providing teachers with theoretical knowledge, practical suggestions, and instructional resources. The document emphasizes that reference books and a well-stocked school library can supplement classroom learning and help students acquire new knowledge.

From Student To Scientist Cit 2005

Elizabeth Brown

The document discusses a graduate seminar course at Binghamton University that aims to develop students' scientific communication skills through a collaborative teaching approach between a science professor and librarian. The course incorporates team-based learning activities like peer reviews, oral presentations, research proposals, and uses a course management system for file sharing between instructors and groups of students. The goals are to demonstrate that research is an iterative process and to provide career-relevant skills in communication, collaboration, and information literacy.

Similar to Pritchard - S.P.O.T. on transitions: enhancing 21st century academic literacies in secondary school science students (20)

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Online assignment

Resource materials in physical science

Session D - ACRLNEC-May-2012_0

Partnering For First Year Success

An in progress co-teaching project developing information, technology, and s...

Reference as teaching: Breaking barriers for international students

How we teach is what we teach, integrating effective fye instruction 072418 f...

Open textbooks in universities

Transition

SAFINI RESOURCE MATERIALS

From Student To Scientist Cit 2005

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This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.

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