Transitioning to college: Impact of high school librarians

Farmer, Lesley S. J.; Phamle, Skyler

doi:10.1016/j.acalib.2020.102262

Cited by 8 publications

(7 citation statements)

References 15 publications

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“…The literature also confirms that SLPs traditionally collaborate with teachers and offer instructional support on information searching, evaluation, copyright, academic integrity, citation, referencing and plagiarism awareness within the information literacy or library skills spectrum (Farmer & Phamle, 2021;Hossain, 2020;Tilke & Barrett, 2021;Vieyra & Weaver, 2016;Wagg & McKinney, 2020). Valenza et al (2022) recent study reported that high school students from schools with certified librarians, performed better in terms of understanding and using research strategies and tools and felt better prepared for academic research.…”

Section: Literature Reviewmentioning

confidence: 80%

“…The research also shows that qualified school library professionals (SLPs) can contribute significantly to the education and promotion of information literacy and AIL at schools, through policy development or instructional efforts (Farmer & Phamle, 2021;Hossain, 2020;Menéndez & Valle, 2018;Merga, 2022;Tauginienė & Gaižauskaitė, 2018;Tilke, 2016, Tilke & Barrett, 2021Valenza et al, 2022;Wrenn & Kohl, 2012). Within this context, this global study sought to explore the current state of AIP development and AIL instruction at K-12 schools through the lens of SLPs.…”

Section: Introductionmentioning

confidence: 99%

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Academic Integrity Policy and Instruction in K-12 schools in Australia, Canada, England and the United States

Hossain¹,

Çelik²,

Hertel³

2022

iasl

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This study was formulated to explore the current status of academic integrity policy and instruction in K-12 schools, particularly in developed English-speaking countries. The data reveals that in participating countries, 45.7% of public schools and 40.6% of private schools offer academic integrity education at the primary level. Participating SLPs indicated there are a number of reasons for this, including - a lack of support from school principals or from program coordinators; teachers put little emphasis on information literacy and AIL skills integration into core subjects; there is no clear policy on AIL instruction; and, SLPs do not have a dedicated lesson or no school/district-wide AIL scope and sequence documents to teach academic integrity, or have limited opportunity/time to collaborate.

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Section: Literature Reviewmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Academic Integrity Policy and Instruction in K-12 schools in Australia, Canada, England and the United States

Hossain¹,

Çelik²,

Hertel³

2022

iasl

View full text Add to dashboard Cite

show abstract

“…The literature also confirms that library professionals traditionally collaborate with classroom teachers (Wagg & McKinney, 2020) and offer instructional support on IL and AIL, such as information searching, evaluation, citation, referencing and plagiarism awareness (Farmer & Phamle, 2021;Gavigan, 2021;Hossain, 2020); how to correctly employ a certain convention and bibliographic management software (Benjes-Small et al, 2008;Morrow, 2018;Vieyra & Weaver, 2016). Similarly, in K-12, school library professionals (SLPs) are 'instructional partners' of teachers who work collaboratively to meet curriculum and IL goals (Kammer & Hays, 2021;Toerien & Harrow, 2019cited in Wagg & McKinney, 2020.…”

Section: Literature Reviewmentioning

confidence: 82%

“…High schools help students become university and career-ready (Farmer & Phamle, 2021). However, there is an existing gap between "what high schools teach and what colleges expect" (Venezia & Jaeger, 2013, p. 117).…”

Section: Literature Reviewmentioning

confidence: 99%

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Hossain¹

2022

Int J Educ Integr

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Academic Integrity Literacy (AIL) is a critical transdisciplinary skill for academic success but many students do not receive this skill in their K-12 years regardless of their schooling system or characteristics of the community they belong to. Numerous research studies in higher education document that high school graduates lack AIL skills, but hardly any studies attempt to empirically investigate students’ K-12 years AIL education experience. Using a mixed-method approach, this study explores university freshmen’s AIL education experience in their K-12 years, and their opinions on the appropriate grade level to introduce AIL education. Of the university freshmen surveyed (n = 431), roughly 1 in 10 received AIL education in middle school and 1 in 5 during high school. The survey of students’ current university instructors indicates a handful of freshmen have a fair understanding of academic integrity and plagiarism but their combined AIL application capacity, such as adhering to a referencing style and the quality of in-text source attributions in academic writing, is limited. The study results and professional experience allow the author to suggest rigorous AIL instruction and policy development for K-12 institutions to educate, empower and execute AIL education.

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“…The literature agrees that school library programs impact students positively (Farmer & Phamle, 2021;Lance & Kachel, 2018;Saunders et al, 2017;Valenza et al, 2022a). Reporting on statewide school library impact studies across the US, Lance and Kachel (2018) highlight that strong school library programs with a certified school librarian correlated with student achievement.…”

Section: Value Of High School Librariansmentioning

confidence: 89%

Insights on first-generation students’ development of social capital for the rigours of college-level research

Charles

2023

JIL

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As a part of a larger study titled, First Years Meet the Frames, this work explores the perceptions of first-generation students (FGS) on their readiness for college-level research as well as their first-year college experience with libraries and librarians. Although, by definition, these students lack the cultural capital normally derived from parents who went to college in order to readily assimilate into higher education institutions, depending on their high school experiences, they may be able to build social capital. Accordingly, this article investigates such opportunities which lie in high schools with strong library programs that have a full-time certified librarian working in alignment with the national school library standards of the American Association of School Librarians (AASL). It addresses what aspects of this preparation facilitate the development of social capital and follows FGS into the first year of college to see how they continue to build it. It also compares FGS to their continuing generation student (CGS) counterparts from the same high schools. Findings show that FGS can build social capital via these high school library programs and continue to leverage their high school experiences and skill sets in order to create new networks and to tackle college-level research during the first year of college. FGS demonstrate similar preparedness and similar confidence in research abilities as their CGS counterparts.

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Transitioning to college: Impact of high school librarians

Cited by 8 publications

References 15 publications

Academic Integrity Policy and Instruction in K-12 schools in Australia, Canada, England and the United States

Academic Integrity Policy and Instruction in K-12 schools in Australia, Canada, England and the United States

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Insights on first-generation students’ development of social capital for the rigours of college-level research

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