Intl Stud SS
Transcript of Intl Stud SS
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Table of Contents
Information Literacy (IL) Scenario..................................................................................... 4Target population:........................................................................................................... 4Audience: ........................................................................................................................ 4Type of course offered to ESL students:......................................................................... 4IL challenges................................................................................................................... 4
Literature Review................................................................................................................ 5Assessing information literacy needs................................................................................ 10Instructional goals and objectives for ESL students ......................................................... 12Methods of instruction ...................................................................................................... 13Curriculum, instructional program and materials ............................................................. 15
Curriculum and instructional programs ........................................................................ 15Evidence of student learning......................................................................................... 16Instructional materials................................................................................................... 17
Evaluation and revision of IL plan.................................................................................... 18Appendices........................................................................................................................ 21Appendix A................................................................................................................... 23
Appendix B ................................................................................................................... 25Appendix C ................................................................................................................... 26Appendix D................................................................................................................... 28Appendix E ................................................................................................................... 31Appendix F.................................................................................................................... 32Appendix G................................................................................................................... 33Appendix H................................................................................................................... 35Appendix I .................................................................................................................... 37Appendix J .................................................................................................................... 38Appendix K................................................................................................................... 40Appendix L ................................................................................................................... 42
Works Cited ...................................................................................................................... 45
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Information Literacy (IL) ScenarioType of library environment:
The instruction takes place in a North American university under the auspices of its ESL
department in collaboration with its academic library.
Target population:
First year ESL students who are registered in diverse programs: history, psychology,
political science, biology, geology, statistics, music, English, business administration and
other disciplines.
Audience:
ESL teachers, librarians, library administrators, faculty members from the English
department, members of the faculty administration (see Appendix A, page 23, for a list of
members names who will give their input for the IL plan).
Type of course offered to ESL students:
It has been discussed and approved to integrate the ESL instruction with library
instruction. These ESL courses, adapted to students linguistic competence, will be
offered for the length of a semester.
IL challenges
- Accommodating differences of ESL students linguistic skills
- Teaching ESL students library skills more than one semester.
- Designing tailored tests that will properly evaluate students language ability in
relation to their information literacy skills (after having finished the information
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literacy program, how well are these students prepared? What are our flaws in
assessing these students at the end of the class?)
- Making instruction relevant to students immediate information needs
- Marketing an info literacy program to different parties (see Appendix B, page 25,
for brainstorming solutions)
- Measuring how well students learned information literacy skills after they finish
the information literacy training
- Training librarians to instruct ESL students
Minimum Duration of a Single Instruction (to familiarize ESL
students with their instructor librarians):
Studies suggest that individualized instruction is more effective for ESL students.
However, it might be difficult to have librarians teach for fifty minutes since they have
other activities to perform as their work in the academic library is quite demanding. Yet,
we understand how important is to familiarize ESL students with librarians from the
beginning of the semester. Consequently, we have established that even if there is a
crunch time, we can always get one of our colleagues to give instruction for at least 15
minutes, as librarians presence will make a difference to ESL students.
Literature ReviewTHIS LITERATURE review looks into one particular aspect of ANZIIL (2004) standard
two: information literate person finds needed information effectively and efficiently.
The aspect discussed here is adapted to address international students ability to identify
keywords, synonyms, and related terms to properly formulate a research topic. The term
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international students, in this review, means university students from non-English
speaking countries who are studying in academic institutions in English speaking
countries. In this paper, these students are also referred to as or ESL (English as a Second
Language) students.
Some results of a survey that was sent to hundreds of American universities
across show that international office personnel and library staff identified that language
and communication problems are the number one on the list of issues for international
students (Baron & Dapaz, 2001). In the same vein, results coming from another survey,
which tested one hundred twenty-eight ESL students (they were enrolled in ESL writing
programs) from different faculties, have shown that 38% of these students would have
liked that ESL classes to deal more with learning vocabulary (Leki & Carson, 1994). As a
confirmation, another study shows that when it came to writing assignments, which were
to be completed at home, ESL students copied each others work; in other words, in
addition to lack of awareness of ethical aspects, these students had major problems with
their language abilities (Hurley, Hegarty, & Bolger, J., 2006). Unfortunately, the library
literature offers very few examples to show how effective the library instruction for ESL
students is (Conteh-Morgan, 2002).
Some academic institutions offer specific information literacy programs that are
designed for ESL students (Hurley, Hegarty, & Bolger, J., 2006). Other schools offer
EAP (English for Academic Purpose) programs with embedded information literacy
lessons and are designed for ESL students whose linguistic skills vary from basic to
advanced level. Generally, these students must complete an English language test and its
results assist instructors to match students linguistic abilities with appropriate ESL
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courses. As it is often the case, these courses are intensive and are meant to put ESL
students on the same foot with their native English-speaking colleagues (Bagnole, 2003;
Prucha, Stout, & Lurkowitz, 2005). At lower levels, these courses are skill-based
(reading, writing, grammar, and listening), and, at more advanced levels, content-based
(gathering and evaluating info) (Bagnole, 2003). A qualitative study shows that some
highly motivated ESL students improve their linguistic skills in libraries (Bordonaro,
2006).
There are combined ESL and IL programs that have the ultimate goal to help ESL
students develop their information literacy skills. One of the most important objectives is
the ability to use an online catalogue, to become effective in identifying keywords,
subjects headings and their hierarchies, with the ultimate goal of defining an appropriate
topic for a research paper (Bagnole, 2003; Hurley, Hegarty, & Bolger, J., 2006; Prucha,
Stout, & Lurkowitz, 2005). Consequently, students learn to conceptually transfer
cognitive skills from using keywords (uncontrolled vocabulary) to identifying subject
headings (controlled vocabulary). To generate keywords more easily ESL students need
to build and reinforce their ability to brainstorm synonyms (Bagnole, 2003). This is why
when teachers design instructional materials teachers should keep in mind that they
should come up with vocabulary exercises that must be relevant to students programs
and link library concepts with synonyms and related words (Bagnole, 2003; Conteh-
Morgan, 2002). Being exposed to this linguistic coaching, students learn how to
formulate a search term for a topic, look for its relevant synonyms (language objective)
and relate them (library objective) (Conteh, 2001).
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Unless librarians are aware of theories of the second language acquisition (SLA),
they may not properly teach library skills to ESL students (Conteh-Morgan, 2002). To
understand how to improve the acquisition of those skills, librarians can also look at two
major current SLA theories that appear to have drawn more attention among ESL
specialists. The innatisttheory states that language learning comes from within humans
learn language with a language acquisition device. One of its implications for second-
language speakers is that they learn a language without necessarily having to be overtly
taught linguistic rules (Conteh-Morgan, 2002). The interactionisttheory hypothesizes
that language can be learned mostly through interactions between students, or between
students and instructors; these interactions are contextually meaningful to learners
(Conteh-Morgan, 2002). However, some SLA research-based studies suggest that
successful ESL learners are motivated in the sense that they tailor specific-learning tasks,
always search for meaning, and are aware of how to internalize information (Ellis, 1994).
Librarians should know how to design a course and, for that purpose, they need to
understand their students needs (Mariner, 2006). One major source of information is to
get information from the international office of the university (Mariner, 2006). Also, ESL
instructors are in good position to provide information literacy education because they are
already familiar with students communication problems. In addition, other studies
suggest that both ESL instructors and librarians should collaborate as they should
understand that learning different rhetorical writing styles is similar to learning different
library searching approaches. For example, students can compare the use of appropriate
style and usage to the use of appropriate search strategies, or to the ability of evaluating
resources (Conteh-Morgan, 2001).
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observations, our ESL instructors will share their observations about the most frequent
problems they have noticed in students assignments: in other words, we want to know
whether there is a particular group that is more at risk; whether ESL instructors teach
students any library skills; what time the ESL classes are offered (day, evening). This
way, we can assess which ESL classes can be combined with information literacy classes
(for conducting needs assessment, see Appendix C, page 26).
Most likely, some of our senior librarians have an accurate idea about how many
ESL students usually attend their information literacy classes. These librarians most
likely know how these students had been performing. Also, to understand what these ESL
students perceptions of information literacy programs are, we have considered
organizing some focus groups with ESL students. Some pre-tests are necessary to assess
these students knowledge of information literacy before they embark on our information
literacy program. ESL instructors will assess these students writing skills and command
of language. One pre-test can be done with our specialized online tool that assesses
students research skills (however, we recommend that advanced ESL students with more
advanced computer skills should use this tool). More specifically, this tool simulates the
function of the OPAC catalogue and students are asked to choose appropriate keywords
related to a topic and perform searches with those keywords (Churkovich & Oughtred,
2002). With that educational software, and with our technology assistants help, students
will improve their research skills (a good reason for improvement is that students can
learn this tool at their pace before the test). Overall, students will learn how to
meaningfully relate keywords within a topic. Once students acquire those skills, they will
go through another pre-test that consists in writing essays. (Grassian, 2001).
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Quite importantly, we have to ensure that needs assessment is synchronized with
the library mission statement (stated in the IL Plan Implementation and it is not included
here). For that purpose, we need to interview people from the library administration,
faculty members, and make sure that we get support. Another significant question is
whether the administration is willing to provide more resources (example, we may need
more librarians for our info literacy classes). Also, we need to market an effective
message to the ESL faculty members that ESL students need information literacy skills.
A detailed version of needs assessment, costs, and a marketing plan will be included in
another document, the Information Literacy Plan Implementation (not included here).
Instructional goals and objectives for ESL studentsBy the end of the instruction period, ESL students should be able to achieve the following
competencies (ANZIIL, 2004). (For a detailed version of the Goals and Objectives, see
Appendix D, page 28).
Goals
I. The Information Literate (IL) ESL student establishes the type and depth of required
information
Objectives
1. The IL ESL student translates and makes clear the information need
2. The IL ESL student constantly updates his language skills
II The IL ESL student accesses needed information effectively and efficiently
Objectives
1. The ESL IL student interprets and executes adequately-planned search strategies
2. When necessary, the IL ESL student refines the search strategy
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Methods of instructionFor ESL students, face-to-face instruction seems more effective when it is
combined with some online instruction than supplying just online instruction. If we also
consider that ESL students prefer individualized attention to overcome fear when they
learn library skills, and that classes should not have more than 15 students, then we can
make a safe assumption in stating that face-to-face instructions should take priority.
However, the face-to-face instruction should be coupled with handouts, whiteboards, and
tours in the library (Grassian, 2001). Teaching should interweave lecture, discussions,
demonstrations, and hands-on activities that accommodate various learning styles;
respond to these ESL students immediate needs because, otherwise, they will loose
interest in the instruction (and we will not be effective); include the time that students
need to clarify their hand-outs; involve as practical exercises during the class time;
provide handouts with glossaries; design an environment in which students can come any
time to ask questions or feedback; aim to satisfy individual requirements, and one way to
do it is to ask students, before class, what topic is pertinent to their needs and include
examples that are relevant to these students; make arrangements for tours in the library,
especially tours that will help students understand how to use different library machines
(example, microfiche readers) (DiMartino and Zoe, 2000). The methods of instruction
are subject to several constraints: cost and the available budget, time constraints, the
available equipment (computers, hardware, teaching materials, software for instruction).
These aspects will be presented in more detailed in the Information Literacy
Implementation Plan (not included here).
Another issue is to take into account our ESL students computer skills. They will
go through a computer test for the instructors to have an idea where to start from, and
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whether some computer lessons are necessary (see Appendix E, page 31). Once we
determine students level of expertise we can have an idea about how to approach our
teaching. All these details will be explained in the Information Literacy Plan
Implementation document, once this IL plan will be approved.
We have considered are three different scenarios for library instruction: 1)
librarians, with the input from ESL teachers, deliver the instruction; 2) ESL teachers,
with the input from librarians, deliver the instruction; 3) both ESL teachers and librarians
collaborate in the class to deliver the instruction. The third scenario is more desirable and
realistic. It is desirable because ESL students, in addition to learning from their already
familiar ESL instructor, they get to know, at their pace, a librarian; the scenario is
realistic because it is less costly. (This aspect will be detailed in Information Literacy
Plan Implementation document, after the present IL plan is approved).
In spite of some ESL students difficulty to work in groups, librarians and ESL
instructors would have to design group workshops that take into account the following
aspects: tasks have to be quite structured, and objectives, procedures and outcomes are
clearly defined; multiple responses are encouraged in the class so the ESL students can
create a collective knowledge; tasks should be divided into small segments that relate to
creative problem solving, and relevant to what students need at that moment; a time
frame should be clearly stated and reasonable; librarians should constantly check how
students are doing when they perform the tasks (DiMartino and Zoe, 2000).. Since ESL
students have a major difficulty with the vocabulary, librarians should supplement face-
to-face training with Web-based tutorials and computer-assisted instruction: it appears
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that ESL students need more human interaction than mainstream students (DiMartino and
Zoe, 2000).
Librarians should be sensitive to cultural differences and take them into account
when they designing instruction methods DiMartino and Zoe (2000). For example,
librarians and ESL teachers, need to set up partnerships; focus on assignments that are
contextually relevant to students (that is, applying the innatist theory); determine training
in small steps, from simple to complex tasks; participate in workshops in which native
and ESL speakers collaborate with the purpose of raising multicultural awareness for the
former, and to improve linguistic skills for the latter; undergo training to understand and
deal with different learning styles (that is, applying the interactionist theory); help the
other staff to be sensitive to cultural, linguistic, and technological obstacles. These
recommendations will be more detailed in the IL Implementation plan.
Curriculum, instructional program and materials
Curriculum and instructional programsBy the end of the training period, we expect our students to be able to find and
restate the appropriate terms for a topic of writing a research paper. Specifically, they
identify relevant information for their needs in a database or a library catalogue; translate
knowledge into new context; interpret, compare, contrast pieces of information. (The
forms of evidence for the student learning are spelled out in the next paragraph.) The
purpose is to produce ESL students whose language and information literacy skills are
near-native, skills that are essential to develop higher-thinking skills, which are necessary
during the study years at university and beyond. They should be able to describe, discuss,
and explain what they learn. Realistically, we do not expect them, before the IL
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instruction, to have the linguistic skills of native English speakers, but we expect ESL
students to possess basic knowledge of English (which will have been tested through
standard tests). In other words, we expect ESL students to lack some linguistic skills
(mainly vocabulary); ability to update those skills; ability to explain what pieces of
information are important if they attempt to do a search in a library catalogue or a
database; ability to narrow down their focus for their research papers. We also have to
test what works best in terms of length of time for instruction: thirty minutes or fifty
minutes. We will test this in a pilot study and its results that will be presented in detail in
the IL Implementation Plan.
Evidence of student learning
1. Interpret, compare, contrast pieces of information
Evidence: For a main term, students will be able to find BT, NT, RT, and opposite term
(see Appendix F, page 32).
2. Understand information relevant to what they need from the database or the library
catalogue
Evidence: Topic is given and they need to identify keywords, concepts and locate
information, and compare pieces of information from both sources (catalogue and
database are specified) (see Appendix G, page 33)
3. Translate knowledge into new context
Evidence: Subject search is given, they find a book in which they find a piece of info.
Then, they identify keywords in that piece of info; with those keywords, they will
identify an article in a database; then, in two sentences, they summarize what they read;
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after that, they have to explain why that articles is relevant, or not, to the topic of their
research paper (see Appendix H, page 35)
Instructional materialsPrint materials. Some print materials are provided: library vocabulary (provided in
the IL Plan Implementation document); also some printed forms for exercises.
Print materials will also be provided to help students navigate in a library catalogue or a
specific database (materials are not shown here); these tools will have the information
displayed sequentially, so students can follow step by step the instructions. Some pictures
will be shown in the handouts in order to facilitate learning; for example, pictures will
show what the results are for a particular search, in both catalogue and database.
PowerPoint presentation. This type of presentation should be done sparingly
because ESL students prefer more interaction with their instructors. However, when this
presentation is done, instructors should take into account different styles of learning:
visual, audio (lecture), and kinaesthetic (note-taking on handouts) (Grassian, 2001). The
PowerPoint slides will be accompanied by handouts in which students can write their
notes. Concepts will be kept to a minimum in the slides (maximum 7 concepts per slide),
but the teacher should take time in class to detail each concept. Still, considering that
ESL students may have problems focusing on the presentation and writing notes in the
same time, a better solution is to distribute handouts with detailed notes at the end of the
presentation. Giving handouts at the end is a good way to reinforce learning, and students
are not stressed out to write down every single word.
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Online Instruction. Our university has purchased and redesigned a Web based
product for an ESL audience. This tutorial is interactive and it covers acquiring search
skills in a library catalogue, database, and Internet. In addition, Search Companion
incorporates a more general research skill: defining and understanding the assignment
topic (tests are available, as well) (Churkovich & Oughtred, 2002). This product is
available offline and online, and it includes some of the material that is available in class
(finding synonyms for keywords, defining BT, NT, and RT terms). By using this
software, ESL students can learn at their own pace library skills. However, this software
is not used for grading. Our SLA specialist will assist the technology assistant to design
subject guides that may be particularly useful for ESL students to improve their library
skills. The library web page will have ESL links for subject guides (example, how to
generate a brainstorm for keyword searching).
Evaluation and revision of IL planThis program should evaluate on a continuous basis once it has been implemented (to
identify the instruments for reviewing this plan, Appendix J, page 38) (Grassian, 2001).
Relevant aspects for evaluation:
- Students have learned what they were supposed to.
- Objectives are met
- Students improved their vocabulary, hence, the research skills
- Librarians and ESL instructors teaching methods are effective
- Instruction methods and materials are adequate
Library administrators and ESL faculty members want to see the final results. What that
means is that they want to see concrete data after one year to evaluate the IL program;
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they may favour quantitative methods to measure effectiveness. One way to measure the
effectiveness of the ILI program is to develop surveys that could be either printed or
online. These surveys can follow tests, for students have fresh in the memory how they
did in those tests (Grassian, 2001). Some evaluations can place during the instruction (by
observing students behaviour) and after the instruction (measuring students attitudes).
For the evaluation during the instruction (formative assessment), instructors want to
know precisely what parts of the instruction worked or not. For the evaluation done at the
end of the instruction (summative assessment) (Grassian, 2001), perhaps not as effective
as the formative assessment because, generally, people do not necessarily mean what they
say. Still, instructors have a way to actually measure students attitudes.
However, behaviourally, it is extremely difficult to find valid, reliable measures to
assess students performance because one has to measure linguistic competence
associated to information literacy competence. One way to perform evaluation is to see if
students simply identified the right terms; if the results obtained after a search match the
criteria of quality and relevance. The tests must be done in one place, in the same time,
with the same questions in order to minimize the external influences (Grassian, 2001).
Another important note, in the context of assessing ESL students acquisition of
language and information literacy skills, as ESL students have various cultural
backgrounds, is that it can be very difficult to measure this acquisition by using mainly
quantitative methods. More likely, qualitative measures, that is, open-ended questions in
informal interviews, can help us identify what where the most difficult aspects when
students learned to formulate questions for their topics, or in what circumstances they
found it was difficult to generate keywords, or what search strategies were the most
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difficult and why. (For informal interviews, see Appendix K, page 40). (For user
satisfaction look at the Library tutorial evaluation form, see Appendix L, page 42).
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Appendices
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Appendix A
People who support and are willing to contribute to the IL plan
Librarians:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________
Faculty members from the English department:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
ESL instructors:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
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Library Administrators:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Faculty Administrators:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
(Source: based on the model found in Burkhardt,MacDonald & Rathemacher, 2004)
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Appendix B
Marketing the program to ESL students (major incentive: three education credits). Other
incentives:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Marketing the program to library staff (workshops, training sessions, brochures,
rewards):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Marketing the program to faculty, staff, and administration (newsletters, presentations,
one-on-one discussions, workshops):
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(Source: based on the model found in Burkhardt,MacDonald & Rathemacher, 2004)
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Appendix C
Methods for conducting needs assessment
Student surveys:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Anecdotal evidence:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Types of reference questions coming from ESL students:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Questions addressed to our faculty Listserv:
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________
Focus group interviews:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Observations on how ESL library users are doing research:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
(Source: based on the model found in Burkhardt,MacDonald & Rathemacher, 2004)
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Appendix D
Goals
I. The IL ESL student establishes the type and depth of required information
Objective
1. The IL ESL student translates and makes clear the information need
Outcomes
Having the topic, the ESL student formulates questions and develops a
thesis statement
Students read a newspaper or magazine article of their interest and are
asked to state questions that show whether students understood the
content. Having those questions, students are asked to take a stand. The
librarian assesses whether the questions are appropriate and if a logical
opinion can be inferred from those questions.
Behavioural output: Students demonstrate how to narrow down their
focus for a topic.
To indicate the information need, ESL students identify key concepts and
terms and locate sources in the library catalogue, using those key concepts
Students are asked to read a newspaper or magazine article, appropriate
for their ESL level, and are asked to underline key concepts or keywords.
Then they locate relevant sources. The instructor librarian compares
students findings with a list of sources that had been prepared.
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Behavioural output: Students demonstrate they understand which
sources are relevant for the key concepts they have identified.
1. The IL ESL student constantly updates his language skills
Outcomes
Finds appropriate synonyms for the key concepts and terms of the research
topic
Students are asked to read a newspaper or magazine article, appropriate
for their ESL level, and are asked to brainstorm and write down synonyms
or antonyms for key concepts or keywords they had identified in an article.
Behavioural output: They will perform this exercise every day during the
term. Students illustrate knowledge of words and their relationships.
II The IL ESL student accesses needed information effectively and efficiently
1. The ESL IL student interprets and executes adequately-planned search strategies
Outcomes
Identifies keywords, synonyms and related terms for the information
needed
Students are asked to read a newspaper or magazine article, appropriate
for their ESL level, and are asked to brainstorm and write down synonyms
or antonyms for key concepts or keywords they had identified in an article.
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In addition, they receive a handout with a map in which they will write the
key words they have generated under Broad Term, Narrow Term, Related
Term, and Opposite Term categories.
Behavioural output: Students recognize relationships of and hierarchies
between keywords and between subject headings.
3. When necessary, the IL ESL student refines the search strategy
Outcomes
Assesses whether the quantity, quality, and relevance of results match the
information needed
Students will be asked to identify books on careers in the online catalogue,
using specific keywords from a newspaper article; then they will locate
one of the books from a shelf and identify which pages are relevant for a
particular career of their interest. They will use that information to
identify relevant articles in an indicated database.
Behavioural outputs:
1) Students demonstrate how they narrow down relevant books and
database articles.
2) Students demonstrate how to find information on careers using a
library catalogue and a database.
(Source: inspired from ANZIIL, 2004)
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Appendix E
Computer Literacy Skills
None Unfamiliar with basic computer use
Beginner Limited knowledge of computer applications: sending email, slow
typing, poorly browsing the Internet
Intermediate Somewhat familiar with computer applications: knowledge of
Microsoft Explorer; able to type and use the mouse; familiar with
software menus; understands basic functions of the search
engines, understand software and hardware problems; limited
skills for repairing PC.
Advanced Quite familiar with computer applications: understands multiple
software applications; uses macros; knows Boolean operators,
nesting and truncation; understands and is able to fix software and
hardware problems; learns quickly new software and identifies
finds functional and design issues.
(Source: based on the model found in Grassian, 2001)
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Appendix F
(Source: based on the model found in Bagnole, 2003)
Keyword Sheet
Broad Terms Narrow Terms
Main Terms
Related Terms Opposite Terms
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Appendix G
Library Exercise #1
1. Topic:____________________________________________________
2. Key terms or key concepts to use in searching:
____________________________________________________________
____________________________________________________________
3. Use the library catalogue (http://muse.ouruniversity.ca/library) to locate one book
on your topic. Fill in the blanks bellow:
Title:________________________________________________________
Author:______________________________________________________
Date of publication:____________________________________________
Call number:__________________________________________________
4. Using the same keywords you defined in 2, locate information on your topic in
this database: Humanities Full Text (Wilson). Fill in the blanks bellow:
Title of article:_________________________________________________
Author:_______________________________________________________
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Date of publication:_____________________________________________
Page numbers:_______
Journal title/volume number/issue number:
__________________________________________________/_____/_____
5. Compare the two pieces of information -- the information you found in a chapter,
or chapters, of the book and the information you found in the article -- and write
down their similarities and differences.
(Source: based on the model found in Prucha, Stout, & Lurkowitz, 2005)
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Appendix H
Library Exercise #2
1. Do a subject search forCareer changes in the library catalogue. Select the book
that was published the most recently. Fill in the blanks bellow:
Title:________________________________________________________
Author:______________________________________________________
Date of publication:____________________________________________
Call number:__________________________________________________
2. Choose a career from this book and write down the job titles and related job titles,
and page number(s) where you located the information.
Job title:______________________________________________________
Related job titles:_______________________________________________
Page number(s):________________________________________________
Write down important aspects of the job title:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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3. Go to the database Factiva accessible on campus on the library web page. Find one
article on the job titles you found in 2. Write down the following information:
Title of article:_________________________________________________
Author:_______________________________________________________
Date of publication:_____________________________________________
Page numbers:
Journal title/volume number/issue number:
__________________________________________________/_____/_____
4. Skim the article and describe it in two or three sentences.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Compare the information in the article with the information you found in the book
and explain which one is more appropriate for your topic. If they are both relevant to
your topic, explain why.
____________________________________________________________
____________________________________________________________
____________________________________________________________
(Source: based on the model found in Prucha, Stout, & Lurkowitz, 2005)
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Appendix I
Available resources
Personnel
- 6 ESL instructors (basic, mid and advanced ESL)
- 1 SLA specialist
- 4 full-time librarians (liaison librarians -- none of them has any ESL expertise)
- 3 part-time librarians (evenings; weekends one of them has ESL expertise)
- 1 library technology assistant administers computers, the online tutorial, and
updates the librarys website
Facilities
- 3 training rooms in the library
- using ESL classrooms for information literacy
Technology
- one online tutorial which assesses students catalogue and keyword searching
skills
- web pages with subject guides (they are not specifically designed for ESL
students)
- workstations in each of the library training rooms
(Source: based on the model found in Delaware County Community College, 2004)
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Appendix J
Planning the next goals and objectives:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Reviewing the present goals and objectives:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Marketing the plan and its implementation:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Reporting our success widely:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
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Looking for new opportunities:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
(Source: based on the model found in Burkhardt,MacDonald & Rathemacher, 2004)
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Appendix K
List of questions for informal interviews with ESL students
1. First, I would like to thank you for taking the time to participate in this study. We do
not evaluate your answers, so there is no reason to be anxious. However, your answers
are quite valuable for librarians and your ESL instructors because they will have an idea
about how effective their instruction is. So, did you have any previous knowledge of
libraries?
2. Did your ESL instructor help you with any library instruction? How did s/he interact
with your librarian in the class? Did you find that their cooperation was helpful in your
work?
3. What do you recall about your combined ESL and library classes so far? Do you
remember anything in particular that shows that the librarian was able to help you with?
Was that piece of information directly applicable to your assignment? Overall, in which
way do you think that the library class was useful or not?
4. Did you understand ESL instructors and the librarians explanations? If not, how do
you think that the information should have been presented? Did your vocabulary improve
since you have started this new class? Can you give some examples in which this
improvement was noticeable? Did you find that by acquiring this vocabulary you could
do a better search? Do you have any examples?
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5. How do you learn best? What kind of presentation in the classroom is more effective
for you (board, PowerPoint, online, handouts with exercises)? Have you tried to set an
appointment with the librarian for a specific subject? What was the response? How did
s/he handle it?
6. How do you think librarians and ESL instructors should improve their instructions? Do
you have the impression that those instructions are directly related to your assignments?
Are these instructions really important to you? Why?
7. Do you find the library catalogue user friendly? Explain why in both cases.
8. Now, after a term of ESL and library instruction, do you find the library a friendly
place? Do you think that the library will play a more important role in your academic
studies and later on in your life?
9. Do you think that this combination of library instruction and ESL instruction was good
for you? In which way? Would you like this collaboration to continue in more advanced
ESL courses? Or, perhaps, you prefer separate library instruction once you feel that you
have sufficient knowledge of English?
(Source: based on the model found in American Library Association. College Libraries
Section, 1995).
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Appendix L
Library tutorial evaluation form (to be done in the last class of the information literacy
and ESL course)
Using the scale bellow, please circle the choice representing your agreement with the
following statements:
(1) Strongly
disagree
(2) Disagree (3) Not
applicable
(4) Agree (5) Strongly
agree
1) I now feel that I can identify keywords and their synonyms for my research topic.
1 2 3 4 5
2) I am confident that I can formulate a research topic.
1 2 3 4 5
3) I feel that the ESL class was appropriate for my knowledge of English
1 2 3 4 5
4) I am confident that I can establish hierarchical relationships between keywords
1 2 3 4 5
5) I am more familiar with subject headings and I know they are
1 2 3 4 5
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6) Overall, librarians were helpful
1 2 3 4 5
7) Overall, ESL instructors were helpful
1 2 3 4 5
8) Including library instructions in the ESL class was a great idea
1 2 3 4 5
(Continues on the next page)
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9) Explain in which way the library instruction was useful for your assignments
(Source: based on the model found in Hurley, Hegarty, & Bolger, 2006)
10) What was the most important library skill you learned during the library instruction?
11) Was there anything you hoped for and it was not covered in during the library classes?
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