1. Librarians and ESL Instructors Unite for Information Literacy! Jennifer Shelton Senior Academic Coordinator Rachael Muszkiewicz Assistant Professor of Library Services

2. Senior Academic Coordinator INTERLINK Language Centers Jennifer.Shelton@valpo.edu Jennifer Shelton

3. About INTERLINK Project-Based Intensive English Program

4. Research Services Librarian, Assistant Professor of Library Services Christopher Center for Library and Information Resources, Valparaiso University Rachael.Muszkiewicz@valpo.edu Rachael Muszkiewicz

5. About Valparaiso University Small, private, Lutheran university 485 international students enrolled as of Fall 2015 annual international student increase of 3%

6. Common Goals Supporting International Student Success Contributing to Internationalization Initiatives on Campus Seeking Best Practices for Teaching Academic and Information Literacy Skills

7. What Does the Literature Say?

8. Students are interested in libraries for... ● A Quiet Place to Study ● In-Person Communication ● Friends as Information Sources ● Non-English Language Materials ● Computers ● Social Connection

9. Their learning preferences are... ● Hands On ● Specialized Instruction ● Use of Illustrations ● Step by Step Procedures ● Small Teacher/Student Ratio

10. We asked IEP faculty and librarians about their experiences

11. We asked survey respondents to speak to: ● The roles of IEP faculty and librarians in information literacy and academic skill instruction ● The needed levels of research and information literacy skills ● Curriculum mapping ● Types of instructional sessions and interactions with librarians, IEP faculty and students ● Resources and intersessions with librarians, IEP faculty and students ● Collaborations and challenges among the three groups

12. IEP Survey Results Support services had been created Facilities were adequate or even high quality Resources were available BUT Faculty reported: Students underused services and resources A lack of comfort and effectiveness with services and resources Students remained unprepared for academic expectations at the university

13. Comments from IEP faculty: “I have some connections with a couple of the librarians which could be used for collaborative projects.” “Class sessions with a librarian on how to use the library resources and how to find sources has proven to be useful.” “I think what we're doing right now is excellent--our academic coordinator, along with the host librarian, have implemented new changes that will be highly effective.”

14. Librarian survey results Half had a formal liaison role with the IEP, and the majority were the sole librarian Vast majority reported a good working relationship with the IEP Slightly over half had a specific Library Resource guide for their IEP Most librarians teach basic library skills, some teach information literacy theory, some teach both The majority reported that both the IEP instructors and the librarian teach information literacy The vast majority believe that international students could benefit from multiple instruction sessions, yet most only get to do a one-shot Their instruction sessions are a combination of lecture and interactive workshops The majority do not have any sequenced approach nor do any curriculum mapping The majority only see the IEP students in the upper levels, when there is a research assignment

15. Comments from librarians: “It’s up to the instructors to arrange a library session. Some students may get a library day in all three levels. Some may never come in at all.” “The relationship is rather inconsistent due to frequent turnover.” “As far as we know, literally the only thing they get is a tour of the library and help finding leisure reading.” “Although I do the ‘formal’ presentations...the instructors work ongoingly, I feel, with the students to improve those skills.”

16. Challenges for IEP Faculty and Librarians