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Towards an Information Literacy Continuum: examining the high school to college research transition,[object Object],Chris Sweet- Illinois Wesleyan University,[object Object],Dana Convery- Prairie Central High School,[object Object],Amanda Pilgrim- Illinois Wesleyan University,[object Object],Information Literacy Summit,[object Object],Illinois State University,[object Object],4/20/10,[object Object]
Information Literacy Defined!,[object Object]
“What we’ve got here is failure to communicate”,[object Object],Communication failure between:,[object Object],College Librarians and School Librarians,[object Object],Librarians and Teaching Faculty,[object Object],Librarians and Students,[object Object],Various professional associations,[object Object],Our presentation/discussion today:,[object Object],Chris- academic library viewpoint,[object Object],Dana- high school teacher viewpoint,[object Object],Amanda- student viewpoint,[object Object]
What information literacy shortcomings do you see among your students?,[object Object]
ERIAL- Ethnographic Research in Illinois Academic Libraries,[object Object],What are some of the things we learned about our students?,[object Object],They don’t know what a librarian is or does,[object Object],Many struggle to read a citation,[object Object],Many cannot use a call number to locate a book on the shelf,[object Object],Many have little research experience beyond Google,[object Object],To get help with research they will ask: their friends, their instructors, their parents and maybe a librarian,[object Object],Almost complete lack of evaluation/critical thinking about sources,[object Object],In my experience this holds true at IWU and Heartland.  Why?,[object Object]
The Disconnect,[object Object],We’ve mentioned the communication issues,[object Object],Lack of professional librarians at the H.S. level,[object Object],Lack of resources at the H.S. level (dated book collections, little or no database access),[object Object],Dated research abilities among all teaching faculty (this is passed on to students),[object Object],If it got me a “A” in high school…..,[object Object],Research and Info Lit just not seen as high priority skills,[object Object],Lack of universally agreed upon research/info lit standards,[object Object]
Standards,[object Object],Most current standards do address information literacy in some way, shape, or form.  How much priority or emphasis is placed on info lit varies greatly.,[object Object],What standards are out there?,[object Object],Illinois State Board of Education Learning Standards,[object Object],Partnership for 21st Century Skills,[object Object],Standards for the 21st Century Learner (AASL),[object Object],ACRL Information Literacy Competency Standards,[object Object]
Solutions?,[object Object],Academic librarians need to be involved in undergrad and graduate teacher education programs.,[object Object],Academic librarians need to do more outreach to both school librarians and H.S. teachers.,[object Object],School librarians need to make a stronger case for info lit skills to administrators and teaching faculty,[object Object],Collaborative programming,[object Object],One agreed upon set of standards that progress from K through undergrad?,[object Object],Better communication on these issues among professional associations,[object Object]
Resources,[object Object],“BluePrint for Collaboration” Joint project of ACRL/AASL,[object Object],Library Instruction Roundtable: Transitions to College Committee,[object Object],“Climbing out of the ‘Ivory Tower’” Article,[object Object],Elements of Library Research: What Every Student Needs to Know.  Mary George.,[object Object]
Teaching Research,[object Object],Assignment,[object Object],[object Object]
Students use notecards to take notes over researched material
Students create an outline, focusing topic

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