What?

A 2-day workshop on achievement for basic skills and developmental education students. This workshop will focus on educating librarians about the environment, requirements, constraints, culture, student characteristics, etc. in ABE, ESL and developmental education.

At a second workshop in November 2009, librarians and basic skills faculty will collaborate to assess the impact of information literacy on student success.

When?

Thursday July 16 – noon to 4:30 and Friday July 17 – 8:30 a.m. to 12:30 p.m. 

Who?

Where?

Why?

Supporting these students is one goal of the current Library as Instructional Leader LSTA Grant. The workshop will lead to the development of several in-depth research projects at our libraries to focus on how to support these students. 

How?

Workshop Notes

Basic Skills 101
Mindy Coslor

Mindy’s presentation and handouts helped participants understand the concepts of Information Literacy and its standards (ACRL and the Big6); Basic Skills and Washington state’s Adult Learning Standards; the CASAS test; and the Student Achievement Initiative and its impact on Basic Skills.  We learned that the CASAS test is a controversial tool that doesn’t address active learning skills.  It is a standardized assessment that complies with federal government requirements, and measures Significant Learning Gains.  This data counts toward the Student Achievement Initiative, which is incentive funding for college improvement that measures student progress toward 45 credits plus a certificate.  Mindy allowed us time for discussion of challenges faced by adults with low literacy.

Fishbowl Conversation
ABE/ESL Facilitated Conversation

This activity gave librarians an opportunity to actively listen to the experiences and perspectives of a specific group of people, ABE/ESL/Dev English faculty members.  The seven "fish" introduced themselves and revealed some of their triumphs and challenges related to their students and their librarian colleagues.  Librarian participants came away with a better understanding of some of the current issues.

• ABE/ESL classes are offered for credit/no credit.  Instructors face challenges such as open enrollment; open lab environment; multi-level and multi-curriculum classes all at once; the need to evaluate students very quickly; and an “emergent” curriculum designed as they go for students’ needs.
• When it comes to students, typical is atypical!  ESL students with higher literacy rate tend to move up more quickly.  There are big differences among/within ESL classes based on their home country experiences.  ABE students who already have a HS diploma or GED certificate may be illiterate or math deficient, and adopt a defensive attitude to keep it a secret.
• Instructors referred to the language of poverty spoken by a majority of students who often lack awareness of their socioeconomic status, and how to get out of it.  They may underestimate their abilities and power.
• Students are very busy and often lack technology skills, leading to frustration and anger.  Librarians who ask ABE/ESL/Dev English faculty about where to start with technology can better address technology literacy issues during workshops and support instructors who must teach coping skills.
• Transition from ABE/ESL to college transfer courses is difficult and communication is lacking, particularly regarding attendance and financial aid guidelines. 
• Supplemental instruction from tutoring centers and labs, and instructional collaboration with librarians are wonderful campus resources to assist students.  Specifically, the library/librarians can help by building collections with more books on tape, a greater variety of fiction and non-fiction titles, and teacher resources.  Instructors and students benefit from classroom visits by a librarian, as a short introduction or for whetting the appetite for reading with ‘books on wheels’.  “Come to us!”

Mapping the Standards
creating the basis for an eventual rubric for the research projects

Participants worked in small groups to review the ABE and ESL reading and writing standards, identify any IL components along with the corresponding ACRL or Big6 standard.  Some groups also shared existing or possible activities to demonstrate the required learning outcomes.  All groups succeeded in mapping adult learning skills to most of the IL standards, and we were struck by how well connected the two sets of standards turned out to be.  Detailed notes on the Mapping Activity are posted separately.

Incorporating Information Literacy into ABE/ESL
Rosemary McAndrew

Rosemary’s introduced herself by sharing tales from WACADEME and a few of her experiences from both sides of the aisle.  We considered her observation that transitional populations (ABE, ESL, and Developmental English) might not have as much in common as we think.  We agreed with her common definition for research and her assertion that the process can inform any kind of writing, including fiction.

Rosemary invited us to share our prejudices and preconceptions about each other (librarians and transitional English faculty) concerning critical inquiry and information literacy.  Highlights from the list were:

·          English faculty ‘think’ they know IL; they don’t know what they know

·          Grammar writing instruction is primary – have no time for IL (research)

·          Library ‘visit’ only / not relevant

·          Transitional faculty need to treat students like ‘college students’

·          Library faculty intimidate

The follow-up Believing & Doubting activity helped participants see each group from the other’s perspective as we communicated our distinct and universal roles.

We created a snapshot of developmental education students’ needs where instructors and librarians alike offer strategies for motivation; safe environments for risk-taking; and deep respect for where they come from.

Rosemary concluded that there’s a struggle for balance in our professional lives:  Librarians with Managing Resources and Teaching Context (MICRO level); Transitional English Faculty with Course Goals  +  College Aims (MACRO level).

Notes from Deb Gilchrist’s discussion
Research Design

Deb provided some background on the grant and asked for feedback on research questions, target audience, and overall grant goals.  Participants engaged in a rich discussion which included several possible pathways for our research:

·          The project needs buy in from other agencies/institutions.

·          Does IL integration make a difference at each of the Basic / Transitional Skill levels?

·          How comfortable do students feel in the library? What makes a difference? Do students perceive the library as “theirs”?

·          Do students who take courses with IL integration progress at a better rate?  What’s the impact on retention?

·          Examine both affective and skill so we can link the results

·          Emphasize connection of standards; create lessons married to standards

·          Examine different instructional methods

We closed this session by affirming the value of relationships (among ourselves, with our students and beyond); and recognizing that the number of “touch points” a student has in college goes hand-in-hand with retention.