Information literacy outreach between universities and schools

Wagg, Sharon; McKinney, Pamela

doi:10.11645/14.2.2692

Cited by 3 publications

(5 citation statements)

References 32 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: 81%

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: 81%

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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“…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: 83%

“…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. Numerous studies have highlighted how SLPs develop the IL, transition literacy and other transdisciplinary skills of students whilst in K-12 (Smith, 2016;Streatfield et al, 2011;Wagg & McKinney, 2020), endorsing SLPs as the core members of the IL team for developing and implementing ethical education (Hossain, 2020;Williamson & McGregor, 2011) under the existing IL/transition literacy curriculum. Gavigan (2021) highlighted that SLPs collaborate with teachers to guide students to "understand the ethical use of ideas and information" including "acknowledging authorship and properly citing content" (para.…”

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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“…There is very little North American literature on post-secondary outreach programs to high schools on academic integrity. Wagg and McKinney (2020) researchers in the UK, investigated the value of outreach programs between higher education institutions and high schools specifically looking at aspects of information literacy programming. Their findings indicate that this kind of program "is an effective mechanism for bridging the social worlds of schools and higher education; for creating partnerships and knowledge sharing between institutions; for breaking down social barriers and inequalities; and for developing critically aware, independent learners" (p. 63).…”

Section: Academic Librarians and High Schoolsmentioning

confidence: 99%

“…What makes this an effective, accessible program at the University of Calgary? Part of the effectiveness is related to what Wagg and McKinney (2020) identify as barriers. In their research schools identified "taking time out of the curriculum, staffing and resources and cost of travel" as reasons for not taking part in outreach opportunities for their students in regard to building information literacy skills (61).…”

Section: Establishing An Effective Outreach Programmentioning

confidence: 99%

Beyond the Traditional: Academic Integrity in Canadian Librarianship

Morrow

2022

Academic Integrity in Canada

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Academic integrity and information literacy concepts are interwoven throughout academic processes. In Canada these are reflected in both secondary and postsecondary assessment environments. Academic librarians are well positioned within and beyond the academy to promote a culture of academic integrity to post-secondary and high school students. In 2008 authors Drinan and Bertram Gallant addressed the opportunity for librarians to take an active role in building a culture of integrity stating “The issue of plagiarism is one that cries out for the active participation of librarians not only in the academic integrity systems on their respective campuses, but also in the national and international academic integrity movement” (p. 137). The question is where are librarians in this movement in Canada? Beyond plagiarism, how far have librarians come in their involvement in academic integrity culture both on and off Canadian campuses? This chapter will look beyond the librarian's role in teaching information literacy and its principles in the classroom to further examine the inroads being made as an active partner with campus services and students in our communities. Connections between ACRL's six information literacy frames and academic integrity with a specific focus on “Scholarship as Conversation” and the role students' play in this process will be highlighted. Librarians have a pivotal role to play in moving the academic integrity conversation forward. Through their understanding of critical and ethical use of information they can be at the forefront of advocating for integrity in academic work and assisting in the success of students on and off campus.

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Information literacy outreach between universities and schools

Cited by 3 publications

References 32 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

Beyond the Traditional: Academic Integrity in Canadian Librarianship

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