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Source for image: Westfield Public School District, Office of English Language Learners.

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Presentation on theme: "Source for image: Westfield Public School District, Office of English Language Learners."— Presentation transcript:

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2 Source for image: Westfield Public School District, Office of English Language Learners.

3  Close partnership & collaboration.  Included in the course syllabus.  Worked out schedule.  Customized help to students.  Customized information literacy instruction sessions based on the needs of the students.  Worked with students inside and outside of the classroom on debates and writing assignments.

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6  Should drivers be completely banned from using cell phones?  Should students be rewarded for good grades and high test scores with cash and prizes?  Should schools control what students eat by only selling & serving forms of health foods?  Should the government tap into American citizen’s private information? There are those who say that it is necessary in order to keep the country safe from terrorists in order to prevent another 9/11 type of attack.

7 Source for image: The Poetic Debaters Project.

8  Students had to participate in two debates.  Each debate consisted of 10 students (5 pros & 5 cons). Final debate had 12 students.  Embedded librarian worked closely with each team in preparation for the debates (and papers). Source for images: The Poetic Debaters Project

9  Introduction.  Pro / Con Arguments.  Rebuttal.  Conclusion.  Audience evaluation.  Winners announced.

10  Source for image: “Teaching Speaking Skills: Debates in the ESL Classroom.” On TESOL: How to Teach English.

11 Participating and preparing for debates :  Improves students’ knowledge of English.  Improves students’ self-confidence to speak, read and write English.  Improves students’ ability to work collaboratively with others.  Improves students’ ability to conduct research in the library.  Improves students’ critical thinking skills.

12 Source for images: Queensborough Community College, Office of Institutional Research and Assessment. Factbook

13 Fall 2013 Facts  16,291 students enrolled.  6% of first-time freshmen were international students.  Of first-time freshmen, Hispanic students represented the largest ethnic group (30%), followed by Asian and Black students (22% each) and 18%White students.  44.4% of first-time freshmen spoke a language other than English at home.  Top five native languages other than English of first-time freshmen: Spanish (260 students), Chinese (121), Korean (35), Bengali (34), and Urdu (34). Source: Queensborough Community College, Office of Institutional Research and Assessment. Fact book

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16  Diverse population.  Academic Literacy Dept.  Enrolled in BE-203  Intermediate Composition  for ESL Students.  Emphasis on intermediate grammar, paragraph development, and writing the short composition.

17  Challenging for both students & librarians.  Different levels of English proficiency.  Often lack confidence and courage to ask for help.  Often had little or no experience with information literacy.  Need information literacy skills to succeed.  Often are motivated to be successful.

18  The embedded librarian easily enters the students’ workspace and becomes more knowledgeable and understanding of the their needs and work in the classroom.  Strong working relationship can form and develop between the librarian, the students and the instructor.  Embedded librarian can create a "safe and welcoming" environment for the students.  The students receive the needed assistance and expertise customized to their needs.  The instructor and librarian work as a team and share responsibility for the success of the students.  "Embedded librarians often go above and beyond traditional expectations in contributing to the team's success.” Shumaker, David. The Embedded Librarian: Innovative Strategies for Taking Knowledge Where It’s Needed. Medford, New Jersey: Information Today, Inc., Print. 

19 Source for photo: Prof. Neera Mohess, Queensborough Community College, CUNY

20 Spring Semester 2014 (January – May)  TOTAL NUMBER OF CLASSES: 199  TOTAL NUMBER OF STUDENTS PARTICIPATING: 3,828

21  Source for image: Queensborough Community College, Office of Institutional Research and Assessment. Factbook

22  Introduction to the Library’s Embedded Librarian Program provided to subject faculty.  Minimum of two Library Information Literacy Classes required over the course of the semester.  Dates of the classes determined at the time of class scheduling.  Embedded librarians assigned to courses requested by faculty members.  Each embedded librarian works with students in each course throughout the semester.  Librarians also embedded in departments as liaisons.  For PNET and FNET classes, embedded librarian works with students online.

23 Fall 2013  Total number of classes participating: 34  Total number of Library sessions generated: 60  Total number of full-time librarians participating: 9

24 Spring 2014  Total number of classes participating: 44  Total number of Library sessions generated: 81  Total number of full-time librarians participating: 9 

25 Fall 2014  Total number of classes participating: 57  Total number of Library Sessions Generated: 93  Total number of full-time librarians participating: 9

26 Source for image: RefKit (Wordpress)

27 Research Strategy  Pre-Test and Post-Test Design Data Collection Method  Surveys ◦ Quantitative (Likert scales) ◦ Qualitative (comments ) Analysis  Quantitative  Qualitative Analysis Source for image: Wisconsin Department of Public Education, “Information for Parents About Assessment in Wisconsin”

28  Two parts: ◦ 1 st Part: Likert scale on effectiveness of using debates in the classroom & library research assessment for ELL learners ◦ 2 nd Part: Open-ended questions / Reflection essays.  Same survey used in the 1 st part for the pre- and post- tests but order of questions changed.  Different survey used for the pre- and post-test of the 2 nd part, reflection essays.  Pre- and post-tests administered by IRB certified faculty member in the absence of the instructor & embedded librarian.

29  Data not analyzed as yet.  Students’ experience with debates in the classroom.  Students’ confidence about preparing and participating in debates in the classroom.  Students’ confidence about their abilities to speak, read and write in English.  Speaking in native language and in English.

30  Data not analyzed as yet.  ESL students information literacy skills.  ESL students’ experience and feelings on conducting research or using library resources.  Students’ experience of having an embedded librarian.

31  How successful was the project ?  Very successful.  Improvement in students’ ability to speak, read and write in English.  Students gained more confidence in speaking and critically thinking in English.  Students did very well in the course.  Early exit for nine students who were able to take the CATW without further remediation.  Improvement in information literacy skills and confidence in using the library resources.

32 Asher, Curt, Emerson Case, and Ying Zhong. “Serving Generation 1.5: Academic Library Use and Students from Non-English-Speaking Households.” College Research Libraries 70.3 (2009): Education Source. Web. 29 Dec Bagnole, John W. “An Interactive Information Literacy Course for International Students: a Practical Blueprint for ESL Learners.” TESL-EJ.org. Teaching English as a Second or Foreign Language, Mar Web. 24 Nov Bordonaro, Karen. “Language Learning in the Library: an Exploratory Study of ESL Students.” The Journal of Academic Librarianship (2006): 518–526. ScienceDirect. Web. 29 Nov Bryan, Jacalyn, and Elana Karshmer. “Assessment in the One Shot Session: Using Pre- and Post-Tests to Measure Innovative Instructional Strategies among First-Year Students.” College and Research Libraries 74.6 (2013): Education Source. Web. 30 Sept

33 Conteh-Morgan, Miriam. “Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction.” The Journal of Academic Librarianship 28.4 (2002): 191–196. ScienceDirect. Web 22 Dec ____. “Empowering ESL students: a New Model for Information Literacy Instruction.” The Journal of Academic Librarianship 32.5 (2006): 518–526. ScienceDirect. Web. 22 Dec Conway, William D. “Debate in the TESL Classroom.” TESOL Quarterly 10.3 (1976): J-STOR. Web. 12 Dec Curry, Mary Jane. “UCLA Community College Review: Academic Literacy for English Language Learners.” Community College Review 32.2 (2004): Academic Search Complete. Web. 24 November Domínguez-Flores, Noraida, and Ling Wang. “Online Learning Communities: Enhancing Undergraduate Students' Acquisition of Information Skills.” The Journal of Academic Librarianship (2011): 495–503. ScienceDirect. Web. 29 Dec

34 Embedded Librarians: Moving Beyond One-Shot Instruction. Eds. Cassandra Kvenild and Kaijsa Calkins. Chicago: Association of College and Research Libraries, Print. Embedded Librarianship: What Every Academic Librarian Should Know. Eds. Alice L. Daugherty and Michael F. Russo. Santa Barbara, California: Libraries Unlimited, Print. Helmke, Jonathan, and Brad S. Matthies. “Assessing Freshmen Library Skills and Attitudes Before Program Development: One Library’s Experience.” College & Undergraduate Libraries 11.2 (2004): Library & Information Science Source. Web. 30 Sept Houlson, Van. “Getting Results from One-Shot Instruction: a Workshop for First-Year Students.” College & Undergraduate Libraries 14.1 (2007): Library & Information Science Source. Web. 30 Sept Ishimura, Yusuke, and Joan C. Bartlett. “Are Librarians Equipped to Teach International Students? A Survey of Current Practices and Recommendations for Training.” The Journal of Academic Librarianship 40 (2014): 313–321. ScienceDirect. Web. 19 Dec

35 Embedded Librarianship: What Every Academic Librarian Should Know. Eds. Alice L. Daugherty and Michael F. Russo. Santa Barbara, California: Libraries Unlimited, Print. Helmke, Jonathan, and Brad S. Matthies. “Assessing Freshmen Library Skills and Attitudes Before Program Development: One Library’s Experience.” College & Undergraduate Libraries 11.2 (2004): Library & Information Science Source. Web. 30 Sept Houlson, Van. “Getting Results from One-Shot Instruction: a Workshop for First-Year Students.” College & Undergraduate Libraries 14.1 (2007): Library & Information Science Source. Web. 30 Sept Ishimura, Yusuke, and Joan C. Bartlett. “Are Librarians Equipped to Teach International Students? A Survey of Current Practices and Recommendations for Training.” The Journal of Academic Librarianship 40 (2014): 313–321. ScienceDirect. Web. 19 Dec

36 Kurbanoglu, S. Serap, Buket Akkoyunlu, and Aysun Umay. “Developing the Information Literacy Self-Efficacy Scale.” Journal of Documentation 62.6 (2006): Directory of Open Access Journals. Web. 20 Nov Kvenild, Cass. “The Future of Embedded Librarianship: Best Practices and Opportunities.” Cclibinstruction.org, California Conference on Library Instruction. Web. 24 Nov Lustigova, Lenka. "Speak Your Mind: Simplified Debates as a Learning Tool at the University Level." Journal on Efficiency and Responsibility in Education and Science 4.1 (2011): Education Source. Web. 30 Sept Macdonaid, Katrina. “ESL Library Skills: an Information Literacy Program for Adults with Low Levels of English Literacy.” Australian Library Journal 57.3 (2008): Academic Search Complete. Web. 21 Dec Muir, Gordon, and Holly Heller-Ross. “Is Embedded Librarianship Right for Your Institution?” Public Services Quarterly 6.2/3 (2010): Library & Information Science Source. Web. 22 Dec

37 Osa, Justina O. “Teaching International Students to Access and Use Library Resources.” Teaching Information Literacy Skills to Social Sciences Students and Practitioners: A Casebook of Applications. Ed. Douglas Cook and Natasha Cooper. Chicago: Association of College and Research Libraries, Print. Patterson, David Jay. “Becoming Researchers: Community College ESL Students, Information Literacy, and the Library.” Diss. U of California, Berkeley, Web. 18 December Pritchard, Peggy A. “The Embedded Science Librarian: Partner in Curriculum Design and Delivery.” Journal of Library Administration 50 (2010): 373–396, Education Source. Web. 28 Nov Queensborough Community College, Office of Institutional Research and Assessment. Factbook Web. 3 Jan Ryan D. Wright, et al. “Relationship Building with Students and Instructors of ESL: Bridging the Gap For Library Instruction And Services.” Reference Services Review 40.3 (2012): Education Research Complete. Web. 30 Sept

38 Sheret, Larry, and John A. Steele. “Information Literacy Assessment: Keep It Simple, Keep It Going.” Reference and User Services Quarterly 52.3 (2013): Education Source. Web. 20 Nov Shumaker, David. The Embedded Librarian: Innovative Strategies for Taking Knowledge Where It’s Needed. Medford, New Jersey: Information Today, Inc., Print. Swoger, Bonnie. “Closing the Assessment Loop Using Pre- and Post-Assessment.” Reference Services Review 39.2 (2011): Education Source Complete. Web. 30 Sept Stanley, Shannon M. “Standardized Library Instruction Assessment: an Institution-Specific Approach.” Information Research 15.3 (Sept. 2010): Directory of Open Access Journals. Web. 20 Oct Trimble, Ruth A. “Thinking in English.” U.S. Department of Education, Office of Educational Research and Improvement (1993). ERIC. Web. ED Nov Wright, Ryan D., et al. “Relationship Building with Students and Instructors of ES: Bridging the Gap for Library Instruction and Services.” Reference Services Review 40.3 (2012): Education Research Complete. Web. 20 Oct

39 Contact: Barbara Bonous-Smit Queensborough Community College, The City University of New York


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