The Information Literacy Instruction SIG merged with the High School to College Transition SIG for this meeting. It was convened by Tess Hartman-Cullen of SUNY Ulster.
The students in HS question the use of databases, and are finding quality information on Google. The database searches get them frustrated. One librarian is working on helping the students perform better Google searches. At the college level – is it expected that they need to use those? Answer: yes, it’s also a struggle at college. The difference is that they will run into paywalls if they use Google. Some professors are more stringent about requiring academic sources than others.
Talking to students about how academic publishing works gets them interested in how paid information works. Information as a commodity vs. free on the open web.
Dan Russell has a free class on how to use Google better.
What kind of time do the high school librarians have with students?
Niche Academy has video tutorials for getting out basic library skills. It’s good to work with public librarians to see what kinds of information they have available for their patrons.
Using a quantitative rather than qualitative process for evaluating sources is a newer and different way of going through online sources. Students aren’t certain what they’re looking at when the work is just online. Finding source information is difficult.
A case study of different sources and different scenarios to decide when it’s OK to stop at a certain place. “Get an academic article” doesn’t work for every situation, such as “identify and describe a particular psychological condition.” Get them thinking about why you are using a certain website, or when is OK to just go to a Google search for basic information.
We spent some time talking about the Beyond CRAAP presentation:
Some problems come in when the students seem to be parroting back the information they think you’re looking for, and not thinking for themselves.
Definition of “one-shot” – that’s when instruction librarians get to meet with a group one time vs. having a full semester-long information literacy instruction class. Embedded librarianship involves collaboration without taking up as much time.
SUNY Ulster has partner librarians for English 101 & 102. At the 102 class, they follow up on a welcome email by meeting with the class in person. They put together research guides and work with the students through the year by keeping in contact via email. They have between 800-900 students come through the program every year.
Bard has a personal librarian program that isn’t tied to a class, it’s tied to a house, because students are randomly divided into four “houses.” There are librarians assigned to each house. They’re not residential groups, more like cohorts.
Where the kids are at right now: Tik Tok. There’s a lot of silly things going on.
Ideas for Educator Lab
Include a civics course, focus on fake news
Create a cohort that meets regularly online, and then once or twice in person
Maybe make it after school and shorter, and still a series.
Hold it at BOCES so that people don’t have to go so far.
Have people form teams so that librarians bring a teacher.
Have a team rate – people could come as a group.
Encourages people to think they’re going to come home with something, not just learn something.
SIGs on topic