Building Bridges

BUILDING BRIDGES THROUGH INFORMATION LITERACY: 

BUILDING BRIDGES THROUGH INFORMATION LITERACY RANDY BURKE HENSLEY Student Learning Programs & Services Librarian University of Hawaii at Manoa rhensley@hawaii.edu

EVENT OBJECTIVES: 

EVENT OBJECTIVES COLLABORATE WITH PARTNERS BEYOND THE CLASSROOM GAIN INSIGHT INTO BUILDING INFORMATION LITERACY BRIDGES BETWEEN HIGH SCHOOL AND COLLEGE COLLABORATE TO RETAIN AT-RISK STUDENTS IN HIGH SCHOOL AND COLLEGE

BRIDGE PROGRAMS: 

BRIDGE PROGRAMS COLLEGE SUCCESS HIGH SCHOOL SUCCESS JOB SUCCESS CHOICES SUCCESS

@ UNIVERSITY OF HAWAII……: 

@ UNIVERSITY OF HAWAII…… COLLEGE OPPORTUNITIES PROGRAM: ESTABLISHED MANOA PARTNERSHIPS: EMERGING PEARL(Pathways to Excellence and Achievement in Research and Learning): Fall 2007 PILOT FIRST-YEAR PROGRAMS FOR ADVANCED PLACEMENT: CONCEPTUALIZING

WHY RESEARCH?: 

WHY RESEARCH? HENSLEY, RANDY BURKE. “WAYS OF THINKING: DOING RESEARCH AND BEING INFORMATION LITERATE” in STUDENT ENGAGEMENT AND INFORMATION LITERACY, ED. CRAIG GIBSON, ACRL 2006. “SCARLETT AND THE BOYER COMMISSION VIEW RESEARCH AS A DYNAMIC CONTEXT FOR ACHIEVING AND UNDERSTANDING OF KNOWLEDGE, WHAT IS KNOWN AS WELL AS HOW THAT KNOWLEDGE IS ACHIEVED”

RESEARCH AND INFORMATION LITERACY?: 

RESEARCH AND INFORMATION LITERACY? “SCARLETT ASSERTS THAT ‘ALL THE SKILLS OF RESEARCH DEVELOPED IN EARLIER WORK SHOULD BE MARSHALED IN A PROJECT THAT DEMANDS THE FRAMING OF A SIGNIFICANT QUESTION OR SET OF QUESTIONS, THE RESEARCH OR CREATIVE EXPLORATION TO FIND ANSWERS, AND THE COMMUNICATION SKILLS TO CONVEY THE RESULTS TO AUDIENCES BOTH EXPERT AND UNINITIATED IN THE SUBJECT MATTER’”

SO WHAT’S LEARNING?: 

SO WHAT’S LEARNING? “AGAIN, REFERRING TO THE BOYER COMMISSION REPORT, SCARLETT STATES, INQUIRY-BASED LEARNING IS RECOMMENDED INSTEAD OF THE USUAL LECTURE METHOD. ACCORDING TO THE BOYER COMMISSION REPORT, THE BASIC IDEA OF LEARNING AS INQUIRY IS THE SAME AS RESEARCH; EVEN THOUGH ADVANCED RESEARCH OCCURS AT ADVANCED LEVELS, UNDERGRADUATES BEGINNING IN THE FRESHMAN YEAR CAN LEARN THROUGH RESEARCH…IN A SETTING IN WHICH INQUIRY IS PRIZED, EVERY COURSE IN AN UNDERGRADUATE CURRICULUM SHOULD PROVIDE AN OPPORTUNITY FOR A STUDENT TO SUCCEED THROUGH DISCOVERY-BASED METHODS.”

MY PREMISE……: 

MY PREMISE…… INFORMATION LITERACY STANDARDS ARE OUTCOMES FOR LEARNING INFORMATION LITERACY DEFINES LEARNING AND INFORMATION LITERATE STUDENT IS A LEARNER

LIS 100: LIBRARIES, SCHOLARSHIP AND TECHNOLOGY: 

LIS 100: LIBRARIES, SCHOLARSHIP AND TECHNOLOGY UNDERSTAND AND DEMONSTRATE THE DIFFERENCES OF AND RELATIONSHIP BETWEEN INFORMATION AND KNOWLEDGE UNDERSTAND THE ELEMENTS OF PERSONAL NARRATIVE (STORY) UNDERSTAND THE ELEMENTS OF SCHOLARLY NARRATIVE DEVELOP INFORMATION LITERACY BY BEING ABLE TO: CREATE SUCCESSFUL INFORMATION SEARCHING STRATEGIES, FIND INFORMATION SOURCES FOR SPECIFIC PURPOSES AND AUDIENCES, CRITICALLY EVALUATE INFORMATION SOURCES, INCORPORATE INFORMATION FOR SPECIFIC PURPOSES, ACKNOWLEDGE INFORMATION SOURCES AND PROVIDE CITATIONS DEVELOP A WORK OF SCHOLARSHIP BY APPLYING THE ELEMENTS OF SCHOLARLY NARRATIVE TO A RESEARCH PROJECT

HAWAII ASSOCIATION OF SCHOOL LIBRARIANS: 

HAWAII ASSOCIATION OF SCHOOL LIBRARIANS AT-RISK: ABILILTY TO DIFFERENTIATE SOURCES CREDIBILITY AND VALIDITY DEFINITION OF RESEARCH READING DILIGENCE AND COMPREHENSION

HAWAII ASSOCIATION OF SCHOOL LIBRARIANS: 

HAWAII ASSOCIATION OF SCHOOL LIBRARIANS AT ADVANTAGE: CREATIVITY OPINION WRITERS GROUP PROCESS SKILLS TEACHABLE INFORMATION COMFORTABLE

CONTEXT FOR PEARL: 

CONTEXT FOR PEARL SENIOR PROJECT; HAWAII DEPARTMENT OF EDUCATION ACADEMY CURRICULAR STRUCTURE

INFORMATION LITERACY STANDARDS ALIGNMENT: 

INFORMATION LITERACY STANDARDS ALIGNMENT INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING(AASL/AECT) INFORMATION LITERACY COMPETENCY STANDARDS FOR HIGHER EDUCATION(ACRL)

RIVERS NEEDING A BRIDGE: 

RIVERS NEEDING A BRIDGE QUESTIONS 2 HYPOTHESIS 2 RESEARCH ARTIFACT MENTORS SOME ADDITIONAL INFORMATION RESOURCES EVALUATION OF RESOURCES COMPREHENSION HAPHAZARDNESS

BRIDGING: TRANSITION TO PROGRESSION: 

BRIDGING: TRANSITION TO PROGRESSION SINCLAIR LIBRARY DISTRIBUTED CAMPUS ENVIRONMENT GENERAL EDUCATION REFORM KILLER COURSES ACCREDITATION RETENTION RATES GRADUATION RATES ASSESSMENT

SINCLAIR LIBRARY/STUDENT SUCCESS CENTER: 

SINCLAIR LIBRARY/STUDENT SUCCESS CENTER INCREASINGLY THE LIBRARY WILL BE EVALUATED ON THE BASIS OF ITS IMPACT ON STUDENT LEARNING MINIMAL PERCEPTUAL BAGGAGE GEOGRAPHY

UHM STUDENT SUCCESS CENTER: 

UHM STUDENT SUCCESS CENTER TUTORING WRITING ASSISTANCE STUDY GROUPS SUPPLEMENTAL INSTRUCTION STUDY SKILLS RESEARCH PAPER PROCESS CAREER EXPLORATION INFORMATION LITERACY MEDIA PRODUCTION STUDIO (EMERGING) A PLACE TO HANG OUT

UHM STUDENT SUCCESS CENTER: 

UHM STUDENT SUCCESS CENTER WORKSHOPS CONSULTATIONS SCHEDULED ARENAS CHAT REFERENCE PODCASTS

CHALLENGES: 

CHALLENGES MARKETING FACULTY INTEGRATION ASSESSMENT REMEDIAL AND ENHANCEMENT ADJUSTING THE INFRASTRUCTURE

RESOURCES: 

RESOURCES GIBSON, CRAIG. ED. STUDENT ENGAGEMENT AND INFORMATION LITERACY. CHICAGO: ALA, 2006. THE BOYER COMMISSION ON EDUCATING UNDERGRADUATES IN THE RESEARCH UNIVERSITY. REINVENTING UNDERGRADUATE EDUCATION: A BLUEPRINT FOR AMERICA’S RESEARCH UNIVERSITIES. 1998. HTTP://NAPLES.CC.SUNYSB.EDU/PRES/BOYER.NSF/ SCARLETT, MEL. THE GREAT RIP-OFF IN AMERICAN EDUCATION: UNDERGRADS UNDERSERVED. AMHERST, NY: PROMETHEUS BOOKS, 2004. KAPOLEI HIGH SCHOOL HTTP://KAPOLEIHS.K12.HI.US/GEN_INFO/INDEX.HTM MEETING THE STUDENT LEARNING IMPERATIVE: BUILDING POWERFUL PARTNERSHIPS BETWEEN ACADEMIC LIBRARIES AND STUDENT SERVICES. Presented at the 12th National Meeting of the Association of College & Research Libraries, April 8, 2005, Minneapolis, Minnesota. Tami Albin, Lea Currie, Randy Burke Hensley, Lisa Janicke Hinchliffe, Beth Lindsay, Scott Walter, Margit Misangyi Watts. https://kuscholarworks.ku.edu/dspace/bistream/1808/266/1/acrl_05.ppt Proposal to Create a Student Success Center in Sinclair Library. February 2007.(available upon request to R.Hensley) GO HERE! Gregg M. Sinclair Library Student Success Center http://gohere.manoa.hawaii.edu