Partnerships for student success and community engagement

Jenna Welch & Laura Bush Community LibraryEl Paso Community College - Northwest Campus

Monica Wong, Northwest Head Librarian / ProfessorLorely Ambriz, Northwest Librarian / Assistant Professor

EPCC Board MeetingMarch 23, 2016

Our location…. three states & two nations

• City County line without a public

library

• Low income agricultural area &

affluent upper valley

• Predominantly Spanish speaking

• Low literacy level

• Next to a high school, an early

college high school & a head start

Facilities Growth

1994

700 sq.ft.

2003

10,800 sq.ft.

2012

15, 800 sq.ft.

Hummingbird Garden

Class room size libraryFamily Literacy Center

Growth in ServicesPublic Services Statistics 2003-2015

Academic2003 2015 % Increase

Book Circulation 3,825 6,226 61%Computer Usage 17,755 73,720 315%Study Rooms 203 5,720 2,718%

Library Instruction (# of sessions) 96 217 126%Library Instruction(# of students) 2,082 4,623 122%

Community2003 2015 % Increase

Programs 122 417 142%Attendees 4117 14002 140%

Grants Awarded

• Texas Humanities Book Grants, $1,000 (1999)

• Target Grants, $3,000 for Technology and Family Literacy Project (2008)

• Dollar General $3,000 for Science Fair Project (2009)

• El Paso Community Foundation $1,000 for Sign Language (2009)

• HUD HSIAC grant $600,000 for a Family Literacy Center (2009-2012)

• Texas State Library Special Project Grant, $150,000 (2010-2012)

• The Cornell Lab of Ornithology - Celebrate Urban Birds $500 (2012)

• Young Adult Library Services Association $5,000 (2014)

• El Paso Public Library Partnership $661,000 (2003-2015)

Dual Mission

Academic Community1,930 FTE students 514 adults304 faculty & staff 316 minors (17 & under)

Academic Services

•Tailored library instruction in collaboration with disciplines;

•Individualized instruction on library resources;

•Address patron questions walk-in, phone or e-mail;

•Assistance with MLA/APA Styles citation.

Academic ServicesEmbedded Librarianship Collaboration with Disciplines

We have been, and are continuing to examine opportunities to embed academic library instruction into the curriculum:

• To spend more than one class period to teach them the overall information seeking process and strategies;

• To produce independent learners with transferable information literacy skills through embedded librarianship and faculty collaboration for lifelong learning.

2003 2015 % IncreaseLibrary Instruction (# of sessions) 96 217 226%

Library Instruction (# of students) 2,082 4,623 222%

Faculty Perception Study Results:What is your general perception of EPCC students’ existing information literacy skills level?

Academic ServicesEmbedded Librarianship Collaboration with Disciplines

Student Perception Study ResultsDiscerning among different genres of studies and utilizing this information

Academic ServicesEmbedded Librarianship Collaboration with Disciplines

Academic ServicesEmbedded Librarianship and Collaboration with DisciplinesDividing the thesis argument into key terms

CRITICAL APPROACHES DESCRIPTION KEY TERMSTIME PERIOD / HISTORY /

CONTEXT

FOUNDER(S) OF / MAJOR CONTRIBUTOR(S) TO THE DEVELOPMENT

OF THE CRITICAL APPORACH

1. EMPHASIS ON THE TEXT

Author/SourceReader/Reception

1.1. New Criticism • Psychological or historical information about the author, the intentions or feelings about the author or readers

FormalismMetaphorsAlliterationsFigurative languageEmotional conquestLinguisticsPhilosophyPolitical theoryParadoxIronyAmbiguityTensionRythms or rhyme schemes

1920's-1970'sBritish AmericanCold WarFascist and communist regimesPolitical context

I. A. Richards, T. S. Eliot, Cleanth Brooks, David Daiches, William Empson, Murray Krieger, John Crowe Ransom, Allen Tate, F. R. Leavis, Robert Penn Warren, W. K. Wimsatt, R. P. Blackmur, Rene Wellek, Ausin Warren, and Ivor Winters.

1.2. Structuralism • Linguistic insights• Principles of language• Interrelations of signs in the language• Association of a word and what it said to signify• Interactions of words and ideas that stand apart from individual human identities or sociopolitical commitments

MeaningGenresMythsPhoneticsDifferentiationDualismsLanguageLinguisticsCodesGesturesSignalsSymbolsPatterns

1960's-1970'sFrenchSoviet UnionPrague

Ferdinand de Saussure, laude Lévi-Strauss, A. J. Greimas, Jonathan Culler, Roland Barthes (bart), Roman Jakobson, Vladimir Propp, and Terence Hawkes.

Next StepsAcademic ServicesEmbedded Librarianship and Collaboration with DisciplinesAnnotated Bibliography Evaluation Rubric

Performance Level 0Not Evidence

(does not use criteria)

Performance Level 1 Developing

(uses criteria, but at face value)

Performance Level 2 Competent (uses criteria critically)

Use of Evaluative Criteria: Currency

Student does not identify the date the source was published/created.

Student identifies the date the source was published/created but does not use this information to determine if the source is appropriate for their research project.

Student identifies the date the source was published/created and uses this information to determine if the source is appropriate for their research project.

Use of Evaluative Criteria: Relevance

Student does not state how the source is useful for their research project.

Student states that the source is useful for their project, but does not provide an explanation of why the source is relevant, such as it contains background information, leads to other sources, provides specific type of evidence or answers the student's research question.

Student states that the source is useful for their project and develops the relationship between the source and the research topic, using specific examples from the source and placing them within the context of the student's project.

Credibility of SourceStudent does not discuss the correctness and reliability of the information in the source.

Student discusses the source's correctness and reliability, but the student takes the information presented at face-value, and does not consider the evidence of information presented and how that information can be verified elsewhere.

Student discusses the source's correctness and reliability, including a discussion of the quality of information presented in the source. The student considers the evidence or arguments present in the source and how that information can be verified.

Use of Evaluative Criteria: Authority

Student does not identify the author, publisher, or organization that created the source.

Student identifies the author, publisher or organization that created the source but does not use this information to determine if the source is appropriate for their research project.

Student identifies author, publisher, or organization that created the source and uses this information to determine if the source is appropriate for their research project. The students connects the author of the source to the student's topic.

Use of Evaluation Criteria: Purpose (author's purpose for creating the source)

The student does not consider the author's purpose or motive for creating the source.

The student discusses the author's purpose or motives for creating the source, but does not evaluate how his purpose affects the information in the source.

The student discusses the author's purpose or motives for creating the source, identifies potential bias or conflict of interest, and justifies why the source is still credible for the student's research project.

Adapted from: Rinto, E. E. (2013). Developing and Applying an Information Literacy Rubric to Student Annotated Bibliographies. Evidence Based Library and Information Practice; Vol 8, No 3 (2013).

Academic ServicesEmbedded Librarianship and Collaboration with DisciplinesCombining rhetorical proofs with 21st century communication

Proofs PathosEmotional Connection(How the audience's feelings are engaged)

EthosCredibility(How the audience perceives the credibility of the writer)

LogosLogical Argument(How the audience perceives the text as reasonable)

Means of Persuading

ThemesVisualsFigurative LanguageStoriesHumorDelivery Technique

TrustworthinessSimilarityAuthorityReputationSincerityStandard English

FactsResearchShared WisdomDiagrams/Charts/ExamplesDefinitions

http://www.edutopia.org/blog/ethos-logos-pathos-21st-century-todd-finley

“We now just remember bits and pieces of an article that we read, but we can remember who tweeted it or which email account it was sent to, and then access it

again when we need it.”

Andy Burkhardt - “Outsourcing Our Memories To Google,” Information Tyrannosaur

Academic ServicesSocial Media to consume information and generate new knowledge

USE & SHARE

COMPREHEND & ASSESS

ACCESS ORGANIZE

CLASSIFY

VERIFY

CAPTURE

INFORMATION

INFORMATION LITERACY & KNOWLEDGE results from the ability to:

If an important social, political, or cultural event happens, where is the first place that you learn about it? Rank from 1 to 4. 1 being the most likely place you will hear about it first.

Academic ServicesSocial Media to consume information and generate new knowledge

https://twitter.com/EPN/status/6855263040

58294272

Academic ServicesSocial Media to consume information and generate new knowledge

Academic ServicesSharing the embedded librarian model

Presentations/training for EPCC faculty and staff

• 2016 NW Campus Division Meeting

• 2016 District Wide English Discipline Meeting

• 2016 RG Campus Faculty/Librarians

• 2015-2016 Faculty Development week

• 2015 Professional Development Day

YsletaISD Dual Credit Instructors

Outreach training for faculty,

teachers, and librarians

• 2015 YsletaISD Teachers

Networking Technology & Content

Conference

• 2015 UTEP’s Sun Conference

• 2015 Border Regional Library

Association Conference

Academic ServicesEarly College High School and Dual Credit

Courses

• EDUC 1300

• ENGL 1301

• ENGL 1302

• ENGL 4

• ENGL 2323

• BIOL 1406

Providing library instruction to Dual Credit Courses

on campus and off campus to Coronado HS,

Canutillo HS and NECHS. 93 sessions offered,

serving 1,913 students within the last 4 years.

Borderlands on the Web Project• Seed funding by the ITAC, Bob Starke, Project Director.

• Web page designed by faculty Joe Old maintained by NW PT Librarian Rachel Murphree.

• A collaboration of faculty, librarians, library staff and work-study students.

• It contains over 4,000 files and pictures and numerous other Web resource links.

• 25 years of issues of EPCC student research on local history can be accessed globally though Google.

• NW Librarians Rachel Murphree and Helen Bell provide tailored library instruction for ENGL 1302 Local History courses.

1999 Digitalization 16 years of Borderlands issues

1991 1992 1993 1994 1995 1997 1998 1999

1999 2000 2001 2003 2004 2005 2006 2007

Henry C. Trost

BorderlandsVideo Histories produced by Borderlands students

Borderlands Cited by

• Over 40 text books, encyclopedias and scholarly press Handbook of Texas Online.

• Hispanic American Historical Review online, Duke University.

• Texas State Historical Association Online.

Borderlands Cited by

Congressman Beto O’Rourke has been citing

Borderlands articles in multiple occasions in his

Social Media platforms, particularly Facebook.

This is a post from March 15, 2016.

BorderlandsServes Local Community

Borderlands page view statistics were reaching over 590,000 views in 2007 and dropped down as low as 7 in 2014 views because of server changes

Borderlands

Borderlands45,000 access in 2015

School partners:

• Canutillo ISD

• El Paso ISD

• Gadsden ISD

• Ysleta ISD

• Region XIX Head Start

• Region XIX Migrant Education

Community partners:

• Girl Scouts

• YWCA

U.S. Federal programs:

• Southwest Key Programs

• USAID Georgetown University

SEED program

• National Library of Medicine

Community PartnershipsPartnership was formed with El Paso Public Libraries in 2003.

Jenna Welch and Laura Bush Community Librarynaming the library after Mrs. Welch and Mrs. Bush in 2005

The mother grew up in Canutillo. She and her daughter former

First Lady Laura Bush are readers and library supporters.

First Lady visits the Library

Read Across America /Dr. Seuss Birthday(2004-present)

A one-week celebration whit participation of over 600 pre-K through third grade students from three school districts (EPISD, CISD, GadsdenISD) Gonzalo and Sofia Garcia Elementary, Davenport Elementary, Canutillo Elementary, Bill Childress Elementary and Sunland Park Elementary School.

2016 Dr. Seuss’ Birthday Celebration• EPCC Spring Arts Festival funding

• 800 elementary students from EPISD, Gadsden ISD celebrated Dr. Seuss’ birthday with reading, technology, drumming and a college tour.

Develop Toddler TechCurriculum with Dr. Cristina Gonzalez

Curriculum using Smart Tables & iPads and reading activities for:• Story & E-book reading• Problem solving activities

• Requests from Canutillo Migrant Education (2006)

• Developed EPCC Toddler Tech Program

• Obtained $153,000 grants

• Serves Head Start, Migrant Education, elementary school

students and community children and parents

Toddler Tech

• Dr. Gonzales brings students to participate in our summer and spring Toddler Tech programs

• Teachers from Central America SEED program and EPCC students were trained to use technology and volunteered to read to children.

Toddler Tech

Early Childhood Education students volunteer for reading.

Library Staff Christian Waldmannstetter and librarians Helen Bell and

Estella Gleason design and deliver bilingual instructions

• Toddler Tech Video 2011

Summer Program: Books and Beyond96 Classes offered - two weeks in June 2015323 Registered in multiple classes5,552 Attendees

CISD Soccer Field

Kung Fu Fan DanceWeb Page Design

Family Reading

Summer Books and BeyondCollege Going Culture and Reading Literacy

• 332 children registered for two-week Summer Program

• 230 received reading certificates

• Library staff developed registration process programs and assist

and teach reading, science, technology, sports and arts

programs.

• Worked with staff from Cashier Services, Center for Students with

Disabilities, IT, Media Center, Physical Plant and Police.

• 37% of parents are not aware of EPCC Northwest Campus

• 89% feel comfortable in a college environment after the Summer Program

• 64% are planning their children’s college education

2015 Library Summer Program surveyed 117 parents

Summer Program 2015 Areas Served

Canutillo, Anthony, Vinton, Westway

12% Central 2%

Clint 1%

East 8%Other States 1%

New Mexico 9%

Northeast 1%West 41%

Westside/Upper Valley 26%

Canutillo, Anthony,Vinton, WestwayCentral

Clint

East

Michigan

New Mexico

Northeast

West

Westside/Upper Valley

Community Engagement

2016 Books & Beyond Summer

Program

Thank you!