Integrating information literacy skills into academic summer programs for precollege students

Abstract

PurposeThis paper aims to describe the library instructional program that has been developed at the Z. Smith Reynolds Library at Wake Forest University to teach information literacy skills to elementary and high school students attending academic summer programs.Design/methodology/approachHistorical development of the instructional program is discussed and analyzed. This paper reflects on the importance of students who participate in summer programs having access to library resources including an orientation to the library.FindingsThe academic librarian is a prime player in reaching out to university staff responsible for coordinating summer enrichment programs on a college campus. The paper highlights the successes and lessons learned in coordinating instructional activities for elementary and high‐school students involved in summer camps and explores the benefits of these programs for students and librarians.Practical implicationsTeaching elementary and high school students how to conduct research in an academic library can be challenging. This paper serves as a guide to offer suggestions to other librarians interested in implementing programs and services for students enrolled in summer programs.Originality/valueAcademic libraries will find value in this paper's discussion on how to build effective partnerships with campus personnel to promote information literacy for school students who are involved in summer enrichment programs.

The Social Mission of Academic Libraries in Higher Education

“…Library outreach to school students prior to university entry is a long-established strategy in the US, but has evolved from talks and tours into multifaceted interventions in schools, on campus and via websites to develop information literacy (IL) and support educational transition (Adeyemon 2009;Burhanna & Jensen 2006;Collins 2009;Martin, Garcia & McPhee 2012). Such programs serve multiple purposes, such as building community relations, bridging digital divides and promoting HE, as well as introducing academic resources, reducing library anxiety and helping student recruitment, and have gained momentum from technology developments and continuing efforts to improve access to HE for underrepresented groups.…”

Collaborating for Academic Success: A Tri-Institutional Information Literacy Program for High School Students

“…The body of LIS literature contains myriad examples of higher education institutions which have initiated library instruction partnerships with local public schools (Bruch & Frank, 2011;Zoellner & Potter, 2010;Collins, 2009;Lee, Morris, Brazell, & Turner, 2007;Burhanna & Jensen, 2006;Evans, 1997). These colleges and universities have made it a priority to serve the information needs not only of the campus community but also to expand their expertise and resources to members of the surrounding geographical community.…”

“…Collins (2009) describes a 20-year relationship between a university library and high school students participating in a summer debate camp. Debaters were given access to the library's computers and took library instruction sessions that utilized active learning techniques such as TurningPoint clickers.…”

“…Burhanna and Jensen note this in their 2006 article, stating that "the students are engaged and enthused … they follow directions and work hard," in opposition to what many librarians providing instruction may encounter with their first year students (p. 514). Apart from having the pleasure of instructing students that pay a great deal of attention during classroom sessions, the students' desire to absorb information and obtain an edge on college life in turn encourages librarians to deliver instruction sessions that will further enhance their learning (Collins, 2009).…”

Higher Education Students’ Interpretive Strategies in Visual Text Interpretation

“…Inadequate visual literacy skills can impede students' ability to effectively communicate ideas using visual aids, restricting their capacity to convey complex information [14]. Limited emphasis on visual literacy in the curriculum and inadequate instruction on visual analysis and interpretation contribute to students' lack of visual literacy skills [15]. These challenges should be addressed immediately by integrating visual literacy in the curriculum.…”