Becky Croxton, CPCC Library Services/UNCG MLIS Program

John Wicker, CPCC GED/Basic Skills Instructor

Purpose of StudyTo develop a deeper understanding of GED

students as an information user group.Inform information service providers on how

to better meet the needs of GED students.

The FactsIn the United States, 30 million adults:

Did not complete a high school education andWere not enrolled in an education program (2000

Census)

776,728 adults worldwide took some portion of the GED in 2008.

493,490 (63.5%) adults met GED passing standards in 2008

Sources: 2000 US Census Data General Educational Development Testing Service, 2009, p. 1

Analytical FrameworkRobert Taylor’s (1991) Model of Information

Use Environments: Set of people Settings (where information seeking & exchange

takes place) Problems Resolution to problems

Expanded this model to include: Barriers to information

Study MethodologyTestOne-on-one

interviews with 15 students* enrolled in the CPCC Harris Campus GED Program.

* Represents approximately 12-15 % of GED student population at Harris Campus at any given time.

Findings Who are GED students at CPCC?

Age: Range: 17 – 62 years Median age: 27 years Average age: 33 years

Number of years since leaving high school: Range: 6 months to 45 years Median years: 10 years Average years: 16 years

Race/Ethnicity White: 7% African American: 67% Hispanic: 2 % Asian: 2 %

Gender: Female: 60% Male: 40%

FindingsSettings

When you have questions about the GED program, where do you go (or who do you ask to find the answers)?

*Respondents were able to cite more than one source for information.

Source of Info Percentage of Respondents

GED Instructor 67%

Campus Information

40%

Family/Friends 27%

Computer/Internet

13%

CPCC Library 7%

FindingsSettings (continued)

When you need help or information to prepare for the GED tests,where do you go (or who do you ask) to find the answers?

*Respondents were able to cite more than one source for information.

Source of Info Percentage of Respondents

GED Instructor 73%

Computer/Internet

33%

Books 33%

Campus Tutors 13%

Self Teach 13%

Friends/Family 7%

FindingsProblems (which lead to information needs)

Why did you decide to enroll in a GED program?

*Respondents were able to cite more than one reason for enrolling.

Reason for Enrolling

Percentage of Respondents

Educational (interested in attending college or technical program)

73%

Employment (better job opportunities)

60%

Personal reasons 13%

Preferred GED over High School

20%

FindingsBarriers to information

What are some challenges you have faced in completing your GED?

*Respondents were able to cite more than one challenge.

Challenge Percentage of Respondents

Academic Skills Barriers•Subject specific 60%

•Lack of Computer Expertise

13%

Situational Barriers•Work schedule 33%

•Child Care 33%

•Financial 33%

•Transportation 20%

FindingsProblem solution – enroll in GED program,

remain in program, and pass all 5 exams.

Retention continues to be an issue: 27% of those interviewed have enrolled in GED programs multiple times throughout adult lives

FindingsProblem solutions (continued)

CPCC libraries, though poised to be part of the problem solution, largely go unused by GED students.

Have you ever considered the CPCC library as a place to go for information which might help you?

Response Percentage of Respondents

Yes 20%

No – Never thought of it 60%

Considered, but never used

20%

Lessons LearnedUsing the “Build it and they will come

approach” doesn’t always work when developing services or products.

Tailor services and programs according to the stated needs and preferred information seeking methods of your students or patrons.

Lessons LearnedDemographics: Over half of GED students

interviewed were ages 25 and above. Research suggests -- Adult learners may need a

little bit of extra hand holding as they learn the ropes of going to school again, including utilizing the library and online resources.

Settings: Students seek majority of information from GED instructors.Research suggests that students respond well

to GED instructors who act in facilitator/coaching role.

Library/information service staff must position themselves as facilitators/coaches as well. Students may then begin to develop trust relationship, thereby facilitating the exchange of information.

Lessons Learned

Students find value in studying with books and computers.

While libraries have these resources available, libraries go unused by the majority of GED students.Libraries need to consider actively marketing

their resources to GED students.GED programs must consider suggesting the

library to their students.Libraries & GED must partner for their

students’ success!

Lessons Learned

What’s next?Help connect GED students to opportunities

beyond the GED.

Libraries can advertise their recommended web sites to these students, highlighting jobs and career info, educational info, and financial aid.

Addressing barriers confronted by GED studentsSituational Barriers:

Continue to offer flexible hours and no-cost services.

Academic Skills Barriers Increase collection of basic subject specific materials

(particularly math) and advertise these collections to GED students

Develop ways to help students overcome lack of computer expertise.

Lessons Learned

Proposed ProductsInformational Flier:

Information tailored specifically for GED students to be distributed to GED students at program registration.

Accessing Your Library Step-by-StepBasic instructional guide including information on:

Creating a CPCC username and password What to do if you forgot your password Navigating the online library catalog Accessing Learning Express Library Accessing Librarian Tested Web Sites