FirstGenThrowback
September 26, 2018 by Lana W. Jackman (https://classism.org/author/lana-w-jackman/) (https://classism.org/wp-content/uploads/2018/09/1st-Gen-Cohort.jpg)Re ecting on my own experience as a rst-generation collegestudent, I rarely used the educational resources of the academic library. Beingarst-gen, library usage was just not ingrained in my family culture. As a result, I had no idea of the variety or richness of the resources availablethat could have helped me learn and understand the academic challenges Ifaced throughout my college experience. For me, at that time, going to any library meant looking for information in anencyclopedia and/or seeking a quiet place to study. Graduating from a Boston public high school and lacking college-level study skills, I struggled academically throughout college. Ironically,my major was political science. In most of my classes, I was the only Black and female. Loved the subject matter, but did not possess thesavoir-faire to participate in class discussions as demonstrated by my male peers. However, through sheer determination, I did graduatein four years. At my undergraduate commencement, I remember feeling sad, angry and disconnected, not really exhilarated at my accomplishment. Ikept thinking to myself, “I wasn’t given this degree,” as speaker after speaker was intimating. “I earned it.” (https://classism.org/wp-content/uploads/2015/09/First-Gen-Summit-2015.jpg) Participants at a Class Action 1st-GenSummit learn about strategies for success,including the resources available to them as students. What I recognized then but could not articulate was that I could not fully appreciate the learning experience because I was buried in thestruggle to succeed. Inuence of Information LiteracyWhile serving as an associate dean of enrollment services at the University of Massachusetts at Boston, I experienced an “academicepiphany” – most college students underutilized the teaching and learning services of the academic library. That epiphany inspired me to pursue a Ph.D. in educational studies, focusing on rst-gen students’ information literacy skill developmentat an urban public university. Information literacy is a teaching and learning philosophy historically rooted in the realm of library andbibliographic instruction. It has gained tremendous momentum within higher education since the turn of the century. The actual concept of information literacy rst came into my universe in the late 80’s/early ‘90’s while managing a unique, four-yearscholarship/academic support program for Boston public high school seniors accepted to the University of Massachusetts at Boston. Funded by the Boston Globe Foundation, high school principals selected recipients “whoworked hard all through high school and deserved the chance to keep on working hard andfurther their education.” Academic merit was not a primary consideration. Scholarship recipients were known as Taylor Scholars, after the benefactors of the BostonGlobe Foundation at the time. The goal of the Taylor Scholars’ program was to ensure theirgraduation in four years by providing each cohort with on-going academic and studentsupport services. Initially, Taylor Scholars’ program activities consisted of group /individual academic/nancial aid counseling and advising sessions in addition to speci c information literacy seminars and workshops designed to enhance students’ research and study skills. Over time, the First-Year Seminar, co-taught by a faculty member and an academic librarian, was also added to the program. As a result of the program, many of the scholars went on to con dently pursue their academic studies and graduate from the University. Our program graduation rate was higher than that of the University. The following quote is from one of the Taylor Scholars’ who went on to earn her MBA in the eld of investor relations, employed in New York City. It exempli es the overall experience of these students to their exposure to information literacy: Using Google and Wikipedia are really only the rst steps in becoming a knowledgeable working professional in any eld, auto mechanics included. Without engagement in the discovery of academic library resources to enhance your overall undergraduate learning experience, yourundergraduate education will be lacking the information resource strategies needed for any individual to be competitive as a professionalin today’s information/digital society. First gen students, just think about it for a minute… Ask Yourself, “What are the information resources I need to know to remaincompetitive in school and in my future career?” Then check in with your local reference librarian for con rmation. Class Action (https://classism.org/about/) inspires action to end classism and extreme inequality by providing tools (https://classism.org/programs/activist-class-cultures/), training (https://classism.org/trainings-and-consulting/) and inspiration to raise awareness, understand the relationship of class and race, shift cultural beliefs about social class, build cross-class solidarity (https://classism.org/cross-class-dialogue-groups/) and transform institutions and systems (https://classism.org/who-we-work-with/). Bring Class Action to YouRequest a training (https://classism.org/trainings-and-consulting/) Stay in touchJoin our mailing list (https://secure.everyaction.com/VLzcyaeYgkG_1I4EBD_2_A2) Support our workMake a donation (https://class-action.networkforgood.com/) We also accept donations by stock, donor advised funds, and planned giving. Please contact us for more information at o ce@classism.org Contactoffice@classism.org11 Green StreetAbout Lana W. JackmanLana W. Jackman is the founder of Mélange Information Services, Inc., which provides individualized college and career services tocollege students, adult learners and job seekers. As an experienced student services administrator and herself a rst-generation college graduate, Dr. Jackman knows a few “insider tips and strategies” to help learners pursue college and career success. Jamaica Plain, MA 02130(617) 477-8635 (http://massnonpro tnet.org/)