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Spiderman and Ironman Join Forces:

Super-Powerful College Library Instruction to Better Prepare Transfer Students for University Success

Images from : news.marvel.com

Peggy L. Nuhn, M.L.I.S. Connect Librarian University of Central Florida Karen F. Kaufmann, M.L.I.S. Faculty and Instruction Librarian Seminole State College

Definitions

• University of Central Florida – UCF – “the University”
• Seminole State College of Florida – SSC – “the College”
• Articulation Agreements – Florida ‘2+2’ and nationwide
• UCF Articulation Agreement: DirectConnect™
• UCF Foundations of Excellence (FoE)Transfer Initiative
• Information Literacy Instruction
• The Modules – UCF’s Canvas Course and Info Lit Module

Transfer student success is important at

UCF because

transfer students make up

more than half of our undergraduates.

Images from : news.marvel.com

And in 2017-2018 more than half of

UCF’s transfer students came from our partner colleges via DirectConnect™

• College of Central Florida
• Daytona State College
• Eastern Florida State College
• Lake-Sumter State College
• Seminole State College
• Valencia College

From UCF’s Foundations of Excellence Initiative

• - 37.5 percent
• - 11.2 percent
• - 6.1 percent
• - 4.4 percent
• - 2.5 percent

2017-2018 Top UCF DirectConnect™ Transfer Institutions

Data from UCF’s Foundations of Excellence Initiative

Transfer student success is

important in Florida

because of our

Statewide ‘2 + 2’ articulation agreement

between the State University System (SUS) and the

Florida College System (FCS).

“Established in 1971 as the nation’s first legislatively

mandated articulation policy, Florida’s ‘2+2’

transfer pathway represents a bold idea – to provide students access to a seamless path toward a bachelor’s degree no matter where in the state the student lives….Florida’s 2+2 articulation model has been

replicated across the country and has received

national attention and praise.”

Report from Florida College Access Network ). From transfer to tar http://floridacollegeaccess.org/research-and-data/new-fcan-brief-highlights-floridas-efforts-get-transfer-students-finish-line/

Transfer student success

is also important in at least

32 other states

with statewide

Articulation Agreements

between colleges and universities

Information obtained from the Education Commission of the States: Individual State Profile http://ecs.force.com/mbdata/mbprofallRT?Rep=TA14A

Map created by P . Nuhn, March, 2018

Our first question:

How does UCF provide

Information Literacy Instruction

For ‘native’ undergraduates?

UCF offers F2F Information Literacy instruction

in 2016-17

285 F2F classes were taught – almost half of those were for lower-division undergraduates and primarily for ENC1102 classes

UCF also offers online Information Literacy instruction via two online modules. The modules reach even more students.

In fact…

In 2016-17 20 percent or

• ne of every five ‘native’ UCF students

received instruction via one of the two

information literacy modules

We started by reviewing what is included in these two modules:

“Introduction to Library Research Strategies”

• - a Canvas web course -- and the

“Information Literacy Modules”

• - a UCF proprietary program --

… and determined which major elements

• f Information Literacy instruction

were covered in these two modules. Then, we aligned those major elements with the

ACRL Framework

*Note: The UCF Information Literacy Module was designed ‘pre-Framework’ – and is presently being revamped – but it still includes all of the concepts from the

ACRL Framework

We then designed a survey of

DirectConnect™ partner college librarians

to inquire what module content was typically included in their

Information Literacy Instruction

both (F2F and online) for Fall, 2017

Our Preliminary Findings

(or, when our “Spidey Sense” began tingling)

Survey Highlights: Where Alignment is Good Elements of Information Literacy included:

 How to use General databases: 100 percent  How to use Subject Specific databases: 100 percent  How to contact a librarian for help: 96 percent  Creating a search strategy: 91 percent  Navigating library homepage: 83 percent

Survey: Where Alignment is Lacking

• Caution when using database-generated citations 78 percent
• MLA/APA citation resources

78 percent

• Identifying parts of a citation

70 percent

• Recognizing a research study

65 percent

• Avoiding plagiarism

48 percent

• Understanding the information cycle

35 percent

• Literature review

9 percent

How much does this difference matter?

• We already know that for 2017-2018 UCF’s incoming transfer

students had an average GPA of 3.06

• Their average first term GPA was 2.87 and their average second

term GPA was 2.91.

Data and graphic from UCF’s Foundations of Excellence Initiative

While so-called ‘transfer shock’ can be attributed to a multitude of factors, the one area where librarians can help

• ffset that impact is in our

Information Literacy instruction.

“…students who receive library instruction, on average, have a higher grade point average than those who do not, thus lending support to the hypothesis that library instruction does have an impact on student performance…a student enrolled in a course that received library instruction should have a GPA that is, on average, 0.09 higher than a student who was not in a course that received library instruction, holding everything else constant.”

Vance, J.M., Kirk, R. and Gardner, J.G. (2012). Measuring the impact of library instruction on freshman success and persistence: A quantitative analysis. Communications in Information Literacy, 6(12). 49-58.

2.87 + 0.09 = 2.96 2.91 + 0.09 = 3.00

A GPA which is 0.09 percent higher, may seem insignificant, but added to the average GPAs of the 2017-2018 incoming class of UCF transfer students, it translates as follows:

Implications

Article from Karen – Measuring impact – GPA paragraph p 56

Implication: 1 This research informs UCF Libraries Teaching & Engagement

• f specific current gaps between

what is presently covered in Information Literacy Instruction at the colleges and what native UCF students are learning

This research informs partner colleges of areas of the Framework which might need greater emphasis, and where anticipated DirectConnect™ students may be underprepared Implication: 2

Although developed ‘pre-Framework’, this research confirms that the existing UCF modules align to the Framework, therefore the Framework represents a fluid and easily scaffolded set of Information Literacy competencies

Implication: 3

Implication: 4

This research supports that taken together the elements of the Framework are a valid and fundamental means

• f structuring effective college

Information Literacy instruction thereby supporting student academic success

Information Has Value Information Creation as a Process Searching as Strategic Exploration Authority is Constructed and Contextual Research as Inquiry Scholarship as Conversation

Framing Information Literacy Instruction

LIS2004 Research Strategies for College Students Information Has Value

Plagiarism

Information Creation as a Process

Information Timeline

Searching as Strategic Exploration

Topic/Keywords/Thesis

Authority is Constructed & Contextual

Evaluating Sources

Research as Inquiry

Understanding Databases

Scholarship as Conversation

MLA/APA Annotated Bibliography

Acknowledgements

Brad Ward, Executive Director, North East Florida Library Information Network, thank you for supporting our enrollment in the 2018 NEFLIN Assessment Project which mentored us in developing our concept into a research project. The amazing faculty of the 2018 NEFLIN Assessment Project:

• Megan Oakleaf, Associate Professor of Library and Information Science, iSchool, Syracuse University
• Martha Kyrillidou, Research Associate, iSchool, University of Illinois, Urbana-Champaign
• Kristine Brancolini, Dean of the Library, Loyola Marymount University
• Amanda B. Albert, Information Literacy Coordinator, Washington University

And warm thanks to our bosses and colleagues, for support, ideas, encouragement and data Cynthia Kisby, Head, Connect Campus Libraries, UCF Libraries Rachel Mulvihill, Department Head, Teaching & Engagement, UCF Libraries Michael Schau, Librarian, Seminole State College for his vast knowledge of comics and the superhero hierarchy Jennifer Sumner, Director, Online Connect Center & Strategic Initiatives UCF and Foundations of Excellence Morgan Tracy, Library Director, Seminole State College Christina Wray, Associate Librarian, Teaching & Engagement, UCF Libraries

Questions?

References:

Education Commission of the States (2014). Individual state profile, transfer and articulation – All state profiles. available at http://ecs.force.com/mbdata/mbprofallRT?Rep=TA14A (accessed 2 March 2018) Florida College Access Network. From transfer to targeted pathways: Florida’s efforts to get transfer students to the finish

• line. http://floridacollegeaccess.org/

University of Central Florida (2015). First year summary: Foundations of Excellence transfer focus initiative, available at https://provost.ucf.edu/files/Foundations-of-Excellence-Summary-Report.pdf Vance, J.M., Kirk, R. and Gardner, J.G. (2012). Measuring the impact of library instruction on freshman success and persistence: A quantitative analysis. Communications in Information Literacy, 6(12). 49-58.