1. It Takes a Village Educating 21 st Century Students for College Success Ann Marie Smeraldi, M.L.I.S. First Year Experience Librarian Cleveland State University OELMA Conference October 22, 2009

2. It takes a village to educate a child. P – 12 Faculty P – 12 Administrators School library media specialist College faculty College administrators Academic librarians Government/Legislators Parents

3. First year college students are under prepared for college level work and research. 1. Agree 2. Disagree

4. What does the data say? ACT College Readiness Benchmarks In 2009, 65% of Ohio high school graduates took the ACT % of Students Ready for.... College English Composition72% College Algebra46% College Social Science58% College Biology33% All Four Benchmarks26% Selected State Data 2009: Ohio http://www.act.org/news/data/09/index.html

5. Research Confirms What Librarians Already Know! “School Libraries are a powerful force in the lives of America’s children. The school library is one of the few factors whose contribution to academic achievement has been documented empirically... ” What Research Tells Us About the Importance of School Libraries Keith Curry Lance “The higher a student’s grades the more likely it was that the student visited the library within the past month.” The Survey of American College Students: Who Goes to the College Library and Why? Primary Research Group

6. E asing the Transition High School Graduation College Graduation

7. Village Resources AASL/ACRL Blueprint for Collaboration INFOhio/OhioLINK 12 – 13 Task Force Kent State’s ILILE High School to College Transition Initiative First Year Experience Librarians (BGSU & CSU) First Year Programs in Higher Education

8. High School Outreach Programs Bowling Green State University Case Western Reserve University Cleveland State University Defiance College Kent State University * Miami University Ohio University Shawnee State University Walsh University Wright State University Xavier University

9. Information Literacy at CSU First Year Students Intro to University Life – Library Orientation College Writing II (sometimes College Writing I) Undergrads & Grads Subject Specialist Librarians As requested by faculty All Students Workshops High School Students Tours Exposure to the Academic Library Information literacy sessions On-campus access to resources Borrowing privileges

10. What do school library media specialists and academic librarians have in common? Standards -- AASL and ACRL Teach information literacy skills Students (mine are just bigger) Helping and supporting students Shared frustrations

11. AASL StandardsACRL Standards S1. Access information efficiently & effectively Indicator 1. Defines & articulates the need for information S2. Access needed information effectively & efficiently S1. Determines the nature & extent of the information needed S2. Evaluate information critically & competentlyS3. Evaluate information & its sources critically S3. Use Information accurately & creativelyS4. Indicator 1. Applies new and prior information to the planning & creation of a particular product or performance S4. Pursues information related to personal interests S5. Appreciates literature and other creative expressions of information S6. Independent learner is information literate & strives for excellence in information seeking & knowledge generation S2. Indicator 1. selects the most appropriate investigative methods or information retrieval systems for accessing the needed information S2. Indicator 2. constructs and implements effectively-designed search strategies S.7 Recognizes the importance of information to a democratic society S3. Indicator 5. Determines whether new knowledge has an impact on the individual’s value system & takes steps to reconcile differences S8. Practice ethical behaviors in regard to information & information technology. S5. Understand many of he economic, legal & social issues surrounding the use of information & accesses, uses information ethically and legally S9 Participates effectively in groups to pursue & generate information. S4. Individually or as a member of a group, uses information effectively to accomplish a specific purpose.

12. AASL Standards for the 21 st Century Learner 1.Inquire, think critically, and gain knowledge. 2.Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3.Share knowledge and participate ethically and productively as a member of our democratic society. 4.Pursue personal and aesthetic growth. Building a solid foundation for the future...

13. ACRL S1. Determine the nature and extent of the information needed Follow an inquiry based process in seeking knowledge (AASL S1.1.1) Use prior and background knowledge as a context for new learning (AASL S1.1.2) Develop and refine a range of questions to frame the search (AASL S1.1.3) Find, evaluate and select appropriate sources (AASL S1.1.4) Make sense of information gathered (AASL S1.1.7) Displays initiative and engagement by posing questions and investigating answers (AASL S1.2.1) Demonstrates creativity by using multiple resources and formats. (AASL S1.2.3 Demonstrates adaptability by changing inquiry focus, questions, resources, or strategies when necessary. (AASL S1.2.5) Monitor own info-seeking processes (AASL S1.4.1)

14. ACRL S2: Access needed information effectively and efficiently Find, evaluate and select appropriate sources (AASL S1.1.4) Demonstrates mastery of technology tools for accessing information (AASL S1.1.8) Monitor gathered information, and assess for gaps or weaknesses (AASL S1.4.3) Seek appropriate help when needed (AASL S1.4.4) Use technology and other information tools to analyze and organize info (AASL 2.1.4) Demonstrate flexibility in use of resources (AASL 2.2.1) Reflect on systematic process, and assess for completeness of investigation (AASL S2.4.2)

15. ACRL S3: Evaluate information and its sources critically and incorporate selected information into knowledge base and value system Evaluate information found in selected sources (AASL S1.1.5) Maintain a critical stance by questioning validity and accuracy (AASL S1.2.4) Displays persistence by continuing to pursue information to gain a broad perspective (AASL S1.2.7) Seek divergent perspectives (AASL S1.3.2) Continue an inquiry based research process by applying critical thinking skills... to construct new understandings, draw conclusions, and create new knowledge (AASL S2.1.1) Use strategies to draw conclusions from information and apply knowledge (AASL S2.1.3) Use both divergent and convergent thinking to formulate alternative conclusions (AASL S2.2.2) Employ a critical stance in drawing conclusions (AASL S2.2.3) Connect understanding to real world (AASL S2.3.1) Consider diverse and global perspectives (AASL S2.3.2) Use valid information and reasoned conclusions (AASL S2.3.3) Determine how to act on information (AASL S2.4.1) Recognize new knowledge and understanding (AASL S2.4.3)

16. ACRL S4: Individually or as a member of a group, use information effectively to accomplish a specific purpose Contribute to the exchange of ideas within a learning community (AASL 1.3.4) Use interaction with and feedback from teachers and peers (AASL S1.4.2) Organize knowledge so that it is useful (AASL 2.1.2) Collaborate with others and exchange ideas (AASL S 2.1.5) Use the writing process, media... technology skills to create products (AASL 2.1.6) Demonstrate personal productivity by completing projects to express learning (AASL S2.2.4) Conclude... by sharing new understandings and reflecting on the learning (AASL S3.1.1) Participate and collaborate as members of a social and intellectual network of learners (AASL 3.1.2) Use writing and speaking to communicate new understandings (AASL S3.1.3) Use technology... to organize and display knowledge and understanding (AASL S3.1.4) Demonstrate leadership... by presenting ideas to others (AASL S3.2.1) Demonstrate teamwork by working productively with others (AASL 3.2.3) Create products that apply to authentic real-world contexts. (AASL 3.3.4) Contribute to the exchange of ideas (AASL S3.3.5)

17. ACRL S5: Understand the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally Respect copyright/intellectual property rights (AASL S1.3.1) Follow ethical and legal guidelines in gathering and using information (AASL S1.3.3) Use information and technology ethically and responsibly (AASL S1.3.5 and S3.1.6) Use information and knowledge in the service of democratic values (AASL S 3.3.6) Respect the principles of intellectual freedom (AASL S3.3.7)

18. Do your students... Think Google is the best or only research tool? Fail to evaluate their sources? Satisfice? Cut and paste? Think the library is irrelevant? Believe that information on the Internet is free for the taking? Tell you they have searched everywhere but can’t find anything? Believe that they are good at finding information? Forget to ask for help? Read books.. directions?

19. First Year College Students “Don’t know what they don’t know.” Megan Oakleaf & Patricia Owen http://meganoakleaf.info/presentations.html iTunes Google Wikipedia Facebook YouTube dating Guitar Hero food College Assignments Research Weekend plans Work IMing Research paper? No worries... I have a whole week to write that.

20. Some Things First Year College Students Need to Know About College Libraries Librarians are there to help students – just ask! College libraries are much larger Library of Congress Classification System You will need your college ID Resources are Internet accessible 24/7 Workshops are offered to help students Fiction books are not arranged alphabetically by the author’s last name College professors assume that students know how to use the library and its resources for research Sports Illustrated and Cosmopolitan are not scholarly resources Not everything is on the Internet

21. Essential Information Literacy Skills for First Year Students Planning and the research process Brainstorming keywords Constructing search statements (AND, OR, NOT) Searching the online catalog Reading a citation (book vs. journal) Locating a variety of sources/formats Recognizing plagiarism and understanding copyright basics Using a research databases Distinguishing between popular and scholarly periodicals Evaluating sources – print, electronic, websites, etc. Recognizing different citation styles – MLA and APA

22. How can we work together to better prepare students for college and work? Building Our Village

23. Relationship Building 101 Understand AASL & ACRL standards, and our shared goals INFOhio and OhioLINK 12-13 Transition Discussions – formal and informal Conferences, meetings, and workshops Professional development LISTSERVS Associations and organizations On-sight visits

24. Start Small Begin early – teach a love of reading and libraries Lesson plans that address both AASL and ACRL standards Collaborate with faculty to incorporate information literacy standards into research assignments and the curriculum Help students understand how an academic library differs from a school media center Take a virtual fieldtrip to an academic library – try out the catalog and other accessible resources Make students aware of college professors’ expectations Use the resource available at Kent State’s Transitioning to College web pages Utilize online resources – many colleges offer online tutorials, help guides, pathfinders, and research tools that are freely accessible via the Internet Do your homework – look for articles, books, websites, etc. on the topic Contact an academic library by phone or email

25. Visit your Neighbors Contact the academic library well in advance Ask about services/resources the academic library provides to high school students Inquire about the most convenient time to schedule the visit Be aware of the academic library’s policies and limitations Come with a clear purpose and express that purpose to the hosting librarian Provide the academic librarian with a copy of the assignment and discuss the students’ needs Borrowing privileges – Will students really use them? Prepare students for the visit Student should bring supplies – pen, notebooks, assignments, flash drives, money for copiers/printing Plan things like parking and lunch ahead of time Consider spending the day on campus (Contact Admissions or Marketing Department for ideas)

26. Making Contact Start with nearby by academic libraries Visit their library web pages Look for a First Year Experience Librarian or High School Liaison Buzz words: High School Outreach, Outreach, Community Services, Instruction, Services, Visitors In general, public institutions offer more services Nothing on the website? Call or email!

27. Dream Big Information literacy in-service for faculty Information literacy fair Poster session for student research projects Host an annual meeting for school library media specialists and academic librarians Guest speakers for faculty or parents Common reading program/book club College preparation program Create an information literacy blog for school Conduct teacher workshops

28. Road Blocks Time and energy Cooperation from faculty and administration Lack of communication Funding No college/university in the area Cooperation from academic library

29. Mutual Benefits Teach information literacy and promote libraries Create a continuum for P – 20 information literacy skills Reduce students’ library anxiety Support student learning and success Develop collaborative framework between school and academic libraries Promote education and life-long learning at all levels Support one another, learn from each other

30. Teach Me!