Download to read offline
Uploaded bySenga White
Tertiary Transition - Bridging the Information Literacy Gap
The document discusses the Tertiary Prep program, which aims to bridge the gap between secondary and tertiary education by providing flexible, tutorial-style sessions that promote independent learning and critical thinking skills. Launched in 2009 and refined over the years, the program addresses the challenges faced by students transitioning to university, focusing on essential skills for successful learning and research. Feedback from participants highlights the program's effectiveness in preparing them for the demands of tertiary education and improving their information literacy competencies.
More Related Content
Similar to Tertiary Transition - Bridging the Information Literacy Gap
Tertiary Transition - Bridging the Information Literacy Gap
- 1. Bridging the Gapwith Tertiary Prep Transition to tertiary learning
- 2. What is TertiaryPrep?
- 3. What is TertiaryPrep? Flexible, tutorial-style sessions
- 4. What is TertiaryPrep? Flexible, tutorial-style sessions Supports independent learning
- 5. What is TertiaryPrep? Flexible, tutorial-style sessions Supports independent learning Highlights critical thinking
- 6. Origins of TertiaryPrep Part of a wider information literacy approach Research began in 2009 with initial trial in 2010
- 7. Origins of TertiaryPrep Part of a wider information literacy approach Research began in 2009 with initial trial in 2010 Redeveloped for SBHS in 2013
- 8. Origins of TertiaryPrep Part of a wider information literacy approach Research began in 2009 with initial trial in 2010 Redeveloped for SBHS in 2013 Generic Programme developed in 2014
- 9. Origins of TertiaryPrep Part of a wider information literacy approach Research began in 2009 with initial trial in 2010 Redeveloped for SBHS in 2013 Generic Programme developed in 2014 Pilot with Canterbury University and Waimea College in 2016
- 10. Origins of TertiaryPrep Part of a wider information literacy approach Research began in 2009 with initial trial in 2010 Redeveloped for SBHS in 2013 Generic Programme developed in 2014 Pilot with Canterbury University and Waimea College in 2016 Basis for transition at Epsom Girls Grammar & group work in Christchurch
- 11. Why Tertiary Prep? Thesesessions are NOTremedial Some of the brightest students who succeed at NCEA strugglebecause they don’t have the necessary strategies to learn in a tertiary environment
- 12. Why Tertiary Prep? Supports successful studentsHighlights skills for success Research identifies transition gap
- 13. Why Tertiary Prep? TertiaryExpectations for Learning Independent thinking Responsible for own learning Think Critically Read widely, Work ethically
- 14. Keys to Success Planfor it Be organised Be positive Stay curious
- 16.
- 17.
- 18. 1. Managing Self 2.Managing Research
- 19. 1. Managing Self 2.Managing Research 3. Managing Information
- 20. 1. Managing Self 2.Managing Research 3. Managing Information 4. Managing Resources
- 21. 1. Managing Self 2.Managing Research 3. Managing Information 4. Managing Resources 5. Managing Study
- 22. Ticket out theDoor 1. How valuable will the information from this session be for your own learning? 1 - 5 2. Write down one thing you learned today that you didn’t know before 3. Write down one thing you will do as a result of today’s session
- 24. What Students Say “Theprogramme has given significant insight into the differences between university & secondary school as well as techniques to further my academic career.”
- 25. What Students Say “Theprogramme has given significant insight into the differences between university & secondary school as well as techniques to further my academic career.” “Tertiary prep helped me understand what is expected in further study and how to manage myself.” Year 13 students - 2017
- 26. What Students Say “Ithas helped me with my internal grades and I have found out new ways of researching information. Year 13 students - 2017
- 27. What Students Say “Ithas helped me with my internal grades and I have found out new ways of researching information. I am now managing my time better, not procrastinating, so I can be prepared for exams.” Year 13 students - 2017
- 28. University Students “There isa large gap between NCEA and University, I don't think this can be stressed enough.”
- 29. University Students “There isa large gap between NCEA and University, I don't think this can be stressed enough.” “Being able to Google effectively and study alone is huge.”
- 30. University Students “There isa large gap between NCEA and University, I don't think this can be stressed enough.” “Being able to Google effectively and study alone is huge.” “How to plan for study because sometimes without planning the studying doesn't even happen.”
- 31. University Students “The skillsand abilities in searching for information I was introduced to in this program helped me to more quickly reduce this gap in knowledge.”
- 32. University Students “The skillsand abilities in searching for information I was introduced to in this program helped me to more quickly reduce this gap in knowledge.” “Makes for a smoother process moving into a University setting.”
- 33. University Students “The skillsand abilities in searching for information I was introduced to in this program helped me to more quickly reduce this gap in knowledge.” “Makes for a smoother process moving into a University setting.” “Being prepared for the different approach to learning University offers and making sure you get a head start regarding its tools and techniques.”
- 34. “University can bereally stressful in your first year and not being adequately prepared only adds to this stress. Whilst you do pick up some of these skills as you go along, you never really get a chance to truly explore what works for you. The courses at University are good at delivering content, but a number of my classmates really struggled to learn this material in a meaningful way and often failed courses or picked up bad habits like cramming material, as a result.” Third Year Student, 2017
- 35.
- 36. “The gapbetween secondary andtertiary education in terms of literacy and the learning environment is bigger than anyone is acknowledging.” Emerson, Kilpin & Feekery, 2014 The Research
- 37.
- 38. Factors Pressures around NCEA Communication betweensectors Understanding about the nature of literacy
- 39. Only 66% ofstudents embarking on a degree this year are expected to graduate Stuff article -March 2016
- 40. Current Research We haveidentified a clear gap between the aspirationsof policy makers, schools, & tertiary providers to develop students’ information literacy expertise & the problemsof understanding how to do this in practice in changing and complex learning environments
- 41. We plan to Year1 - 2017 Collaboratively develop a baseline IL study Year 2 - 2018 Develop collaborative teacher/librarian partnerships Year 3 - 2019 Develop IL progressions and resources to ultimately embed IL skills throughout secondary and tertiary programmes
- 42. Information Literacy Spaces Improvingstudents’ IL competencies & learning across the senior secondary and tertiary sectors The TeamProfessor Lisa Emerson, Heather Lamond, Dr Angela Feekery Senga White, Dr Anne Macaskill, Catherine Doughty Dr Anna Greenhow and Ken Kilpin
- 43. Follow our progress! InformationLiteracy Spaces Improving students’ IL competencies & learning across the senior secondary and tertiary sectors Website Informationliteracyspaces@wordpress.com Twitter @il_spaces Facebook Information Literacy Spaces
- 44. Ultimately, information literate people are thosewho have learnedhow to learnAmerican Library Association
- 45.
- 47. Information Literacy involvesthe processes, strategies, skills, competencies, expertise and ways of thinking which enable individuals to engage with information to learn across a range of platforms, transform the known, and discover the unknown. Definition
- 50.
- 51. Things to Consider Whatare the necessary information literacy skills for students to succeed? What skills do we already teach? Should there be wider collaboration between the sectors? How can we ensure transparency of these skills for students?
- 52.
Editor's Notes
- #2 Don’t forget Mihi!
- #3 Preparation for the transition from learning in a secondary school environment to tertiary study and research Skills learned through Tertiary Prep will also support achievement at level 3 NCEA
- #12 More discussion is happening from different sectors of education around transition to university, but this one is focussed on preparation the literacy gap
- #13 Even greater transition for students relocating for tertiary study They don’t know what they don’t know – NCEA can often make them over-confident – same strategies work time and again so not enough ‘tools in the toolbox’
- #17 Why they need it Differences between secondary and tertiary How to use academic libraries
- #18 Time management Personal organisation Learning styles and memory techniques
- #19 Research Process Effective use of Google (Google Scholar & Google Books Searching databases
- #20 Notetaking and note-making (Cornell method) Revision using notes Basic essay structure
- #21 Evaluating information Referencing, bibliographies, citations Storage and retrieval of information
- #22 Planning and preparation for exams Study techniques Group study
- #23 Collecting feedback and evidence. I also put out an end of programme survey for more overall feedback
- #24 Acknowledgement of their participation to incorporate into their CVs
- #26 “If you want help reaching your full potential academically, attend the programme”
- #31 Skills & abilities to research effectively Standards vary wildly between schools
- #36 Website has information and resources. Examples of how other schools have used it and information about universities
- #37 Research to back up need for Tertiary Prep from 2013-14
- #40 “tertiary providers need to form partnerships with high schools to make sure students are prepared for a range of options.” Rick Ede, Unitech Chief Executive “the university environment was incredibly challenging and there were many things that caused social, financial and mental distress.” Will Matthews, AUSA President
- #41 Taken from the TLRI project description August 2016
- #46 What Skills?? Goal Setting, Time Management, Independent learning skills
- #51 Next phase is creating opportunities for online programme and lessons to practise some of the skills introduced through the tutorials Also needed by adult students who maybe haven’t studied for a while, have never studied or are distance learners
- #52 So far it seems to be more of the domain of librarians. How do we collaborate?