Notes from each breakout session, organized by room number, below.
See goo.gl/TSH59S to add to or view the Google Doc notes.
Final breakout session notes and photos of the whiteboards will be up around Wednesday or Thursday of next week!
Collaboration Between k-12 Librarians and College Librarians
Privacy/Ethics: Engaging Students in Discussion
Students Transitioning from Information Consumers to Information Producers
Example: 6th grade class researched Keystone Pipeline. Called, interviewed, skyped with ranchers, pipeline company, oil company, Sierra club, etc. Both in US and Canada. Students found the sources. Half of groups were for, half were against.
Made formal presentations at end to audience that included public officials
Library of Congress lessons http://www.loc.gov/teachers/
Digital citizenship Involves:
-not just legal, also ethical
-using credible sources
-acting responsibly and appropriately online
-differentiating among different types of communication, ie formal vs informal, professional vs social
-transitioning from one venue to another, not really cultural gatekeepers anymore
Key questions about digital citizenship:
- How do you help students realize what they are looking at?
- How do they evaluate sources?
- How can we help them become more aware of format types?
Dr. Thomas Ho shared resources:
-Indiana’s Be Internet Awesome presentation
Read horizontally, not just vertically
Authoritative vs tentative source
How do we get this information to students?
- Teach the teachers
- Offer to teach bibliography
- Students think they know Google
- Campus-wide initiatives (e.g. Digital Strategy)
-Try to get that top level at institution (https://www.concordia.ca/about/strategic-directions/digital-strategy.html)
- What are go-to sources? Too many students think it’s their peers
- We could spend more time connecting them to experts
- Sources are not necessarily stable
Too often people don’t realize the consequences until later
News literacy, echo chamber vs. “filter bubble”
Apps: where is your information going? Privacy
Movie Pass: was sharing location information beyond what they said
Google -- getting students from surface to deep searching
Teacher Support/Development for Students' varying background [will transcribe soon!]
College Readiness: Diversity, Research, and Experience
One question: what do we mean by college readiness? Broad topics:
- students start out at different points. Have to contend with duality of the library as both a physical place where they have to find things and a digital space where they have to find resources.
- How do students begin to view themselves as researchers?
- How does it all come together for students?
- Important to find out what they already know, and use that as the basis for what you do.
-Discussion about database searching and how to teach students.
-Important to emphasize for students to look at a variety of sources in a variety of formats (print, images, etc.). Also, different resource tools are appropriate for different assignments.
-Suggestion: One librarian: databases are tools, and Google is just one of them. You need more than one tool to build a house.
- Example: One librarian struggles with helping students understand what they’re looking at, given how similar the ‘containers’ look. How many of us use print? Let’s flip that: how often do you use print?
- Example: One librarian: “Getting students to look more than one place is painful.” Response: change the assignment so that it engages students more.
- Example: Another librarian: students experience discomfort, and we have a desire to make it go away. But discomfort is an important part of the process, and it’s important to recognize that.
- Example: One librarian: and this is tied to students’ point of need.
Top four points:
1--what do we mean by college readiness?
2--research isn’t always tied to writing (e.g., engineering, business)
3--meet students at their point of need
4--students are coming from different starting points
Adapting to the Scholarly World and College
- Big Question: What is a scholar?
- Discuss ways of knowing & tools for investigation
- Book by Ernest Boyer Scholarship Reconsidered
- Some are the responsibility of the instructors and specific departments
- Some of it is cultural
- Culture of Learning
- Question/Consideration: What about students who are first-generation students?
- First day of class-predictions from observations of students-- usually dead wrong (could be extroverted schmoozers)
- Assumption: How we think someone is a good learner could be wrong
- Best learners often fail
-Suggestion: Have former students come back and talk to current students
- Sometimes what we think is the most important thing about college is not what they are curious about (e.g. search ‘country music suicide’ on Google Scholar. Back and forth on both sides of argument)
- Emphasize to students that not all things are settled, are worthy of discussion
-ACRL Framework can be useful across the board. “Scholarship as Conversation” frame is useful
- Start with article written by faculty member. Check source material
-College readiness should start before high school. Start on the path sooner
-How college is marketed to younger students is important
-Some students are crushed when they have a long-time dream and discover they don’t qualify (ex: nursing, engineering)
-Example: Greater Clark: 8th grade required to have a college readiness class. Pre-service teachers are paired up with write to them.
- 21st Century Scholars have 4 sessions
- Consideration: Time spent working does not necessarily correlate to success
- Question: Do students want quicker results? More instant gratification?
- Question: What are differences in expectations of undergrad vs. grad students?
(first sem is boot camp for writing, some have writing center just for grad students)
Some have opposite experience
Difference between those continuing on, vs those who have been out in working world
May not learn the jargon of occupations
Many students do not look at college in term of careers, but as of jobs
The mindset of learning is important
-Example: IUS and Prosser Vocational HS have job-shadowing program for teachers in the summer to have them share with students
Lack of go-to Sources at a New School