American Library Association Annual Conference, Science and Technology Section Poster Reception Forum
Las Vegas, NV
Dual credit programs allow high school students to earn college credit for courses that are delivered in school by existing teachers. These programs are gaining popularity nationality and present unique challenges to information literacy instruction in academia, where emphasis is typically placed on freshman composition courses. Composition faculty report that many duel credit students do not demonstrate the same comprehension and skill level as students from conventional university courses. (Bruch & Frank, 2011). Little research has been done on the effect this has on information literacy (IL) instruction. The Hoosiers and Information Literacy project's (HAIL) Dual Credit Working Group has been working with school media specialists and academic instruction librarians to explore this subject. The following issues have been noted: dual credit courses are often combined with AP, honors, or other advanced students; schools offer classes from multiple academic institutions which complicates access to electronic collections; little understanding of the differences between high school and academic standards; few academic libraries preform outreach to students and teachers involved in dual credit programs. One common concern shared by academic librarians is the effect this will have on students entering their programs without having benefited from the first two years of academic IL instruction. Science and health undergraduates could potentially graduate without having experienced a significant literature search or writing assignment at their degree awarding institution
dual credit, information literacy, HAIL
Library and Information Science
Shannon F. Johnson, Tiff Adkins, and Lisa Jarrell (2014).
Dual Credit Programs: Challenges for Academic Librarianship in the Sciences. Presented at American Library Association Annual Conference, Science and Technology Section Poster Reception Forum, Las Vegas, NV.