Assignment #3
University of McGill
GLIS 679, for Professor Joan Bartlett
by
Silviu Serban
10 December 2007
© All rights reserved
2
Table of Contents
Information Literacy (IL) Scenario..................................................................................... 4
Target population:........................................................................................................... 4
Audience: ........................................................................................................................ 4
Type of course offered to ESL students:......................................................................... 4
IL challenges................................................................................................................... 4
Literature Review................................................................................................................ 5
Assessing information literacy needs................................................................................ 10
Instructional goals and objectives for ESL students ......................................................... 12
Methods of instruction ...................................................................................................... 13
Curriculum, instructional program and materials ............................................................. 15
Curriculum and instructional programs ........................................................................ 15
Evidence of student learning......................................................................................... 16
Instructional materials................................................................................................... 17
Evaluation and revision of IL plan.................................................................................... 18
Appendices........................................................................................................................ 21
Appendix A................................................................................................................... 23
Appendix B ................................................................................................................... 25
Appendix C ................................................................................................................... 26
Appendix D................................................................................................................... 28
Appendix E ................................................................................................................... 31
Appendix F.................................................................................................................... 32
Appendix G................................................................................................................... 33
Appendix H................................................................................................................... 35
Appendix I .................................................................................................................... 37
Appendix J .................................................................................................................... 38
Appendix K................................................................................................................... 40
Appendix L ................................................................................................................... 42
Works Cited ...................................................................................................................... 45
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4
The instruction takes place in a North American university under the auspices of its ESL
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).
IL challenges
- Accommodating differences of ESL students’ linguistic skills
- Designing tailored tests that will properly evaluate students’ language ability in
relation to their information literacy skills (after having finished the information
5
literacy program, how well are these students prepared? What are our flaws in
- Marketing an info literacy program to different parties (see Appendix B, page 25,
- Measuring how well students learned information literacy skills after they finish
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
crunch time, we can always get one of our colleagues to give instruction for at least 15
Literature Review
THIS 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
6
countries. In this paper, these students are also referred to as or ESL (English as a Second
Language) students.
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 other’s 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
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
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,
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)
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 innatist theory 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
that language can be learned mostly through interactions between students, or between
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
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
Librarians should ensure that students learn in friendly environment, with a small
teacher-student ratio, and that students receive individualized attention -- as they prefer
face-to-face interaction -- in order to overcome fear when they learn library skills
(Conteh-Morgan, 2002; Churkovich, 2002; Mariner, 2006; Prucha, Stout, & Lurkowitz,
2005). It is generally admitted that classes over 15 students and an infrequent contact
with the instructor have a negative impact on students’ learning (Hurley, Hegarty, &
Bolger, J., 2006). Also, when librarians speak to their students, they should use a
medium-level vocabulary and avoid telling that a task is difficult or use any type of
jargon. When instructors utter new library terms, they and should write the words on the
board, so students can look them up after the course (Mariner, 2006; Prucha, Stout, &
Lurkowitz, 2005). Also, instructors should speak at a normal rate but should pause
between each major semantic chunk (a group of sentences related to one idea) (Conteh-
Morgan, 2002; Mariner, 2006). If a task is difficult, instructors should consider the
schema theory, which means helping students solve exercises in small steps (Mariner,
2006). Also, instructors should be taking different learning styles into account: visual,
auditory, and kinaesthetic. For example, when doing presentations at the board,
instructors should draw concept maps provide the visual part of learning; lectures are for
auditory part; and kinaesthetic part of learning is used for hands-on exercises
It must be noted that none of these studies show how successful ESL students are
in finding synonyms and properly formulate a topic. In the ESL literature pertinent to
recommendation-based ones, and some of the studies from both categories have been
10
analyzed in this literature review. Overall, it is rather difficult to assess how successful
are the basis for our new program, and they will allow us to set realistic objectives.
Second, we need to collect information about our target ESL students who are attending
ESL classes and whom we want to use the library. One way to collect information is to
gather evidence by using passive and active methods (Burkhardt, 2005; Grassian, 2001).
The passive evidence is the information we get from our librarian colleagues who deal
mostly with international students. In our future discussions with these librarians, we will
find out if have noticed ESL students’ attitudes towards libraries, these students’
linguistic skills, and their preferred learning styles. Also, we need to obtain data about
students’ ethnic, cultural, and educational background from the international students’
office. Our ESL instructors’ experience is a reliable source of information as they are
quite familiar with the challenges and difficulties these international students encounter,
course offered at our university so we can respond to these ESL students’ needs.
Therefore, we have decided to ask our seven librarians to attend ESL classes, with
university administration and faculty’s permission, and familiarize themselves with the
type of population that is attending these classes, their linguistic and communication
skills. We have also asked a faculty member who is an SLA specialist in to give a lecture
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
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
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 assistant’s 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
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).
competencies (ANZIIL, 2004). (For a detailed version of the Goals and Objectives, see
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
Objectives
Methods of instruction
For 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,
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
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
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
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-
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
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
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
Evidence: For a main term, students will be able to find BT, NT, RT, and opposite term
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
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;
17
after that, they have to explain why that articles is relevant, or not, to the topic of their
Instructional materials
Print 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.
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
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
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
identify the instruments for reviewing this plan, Appendix J, page 38) (Grassian, 2001).
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
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).
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
20
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
22
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Appendix A
Librarians:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
ESL instructors:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
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Library Administrators:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Faculty Administrators:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Appendix B
Marketing the program to ESL students (major incentive: three education credits). Other
incentives:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
rewards):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Appendix C
Student surveys:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Anecdotal evidence:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
________________________________________________________________________
________________________________________________________________________
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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
content. Having those questions, students are asked to take a stand. The
To indicate the information need, ESL students identify key concepts and
terms and locate sources in the library catalogue, using those key concepts
for their ESL level, and are asked to underline key concepts or keywords.
sources are relevant for the key concepts they have identified.
Outcomes
Finds appropriate synonyms for the key concepts and terms of the research
topic
for their ESL level, and are asked to brainstorm and write down synonyms
Behavioural output: They will perform this exercise every day during the
Outcomes
needed
for their ESL level, and are asked to brainstorm and write down synonyms
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
Outcomes
Assesses whether the quantity, quality, and relevance of results match the
information needed
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
Behavioural outputs:
database articles.
Appendix E
Microsoft Explorer; able to type and use the mouse; familiar with
Appendix F
Keyword Sheet
Main Terms
Appendix G
Library Exercise #1
1. Topic:____________________________________________________
____________________________________________________________
____________________________________________________________
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:_______________________________________________________
34
Date of publication:_____________________________________________
Page numbers:_______
__________________________________________________/_____/_____
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
(Source: based on the model found in Prucha, Stout, & Lurkowitz, 2005)
35
Appendix H
Library Exercise #2
1. Do a subject search for Career 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,
Job title:______________________________________________________
Page number(s):________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
36
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:
__________________________________________________/_____/_____
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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
____________________________________________________________
____________________________________________________________
____________________________________________________________
(Source: based on the model found in Prucha, Stout, & Lurkowitz, 2005)
37
Appendix I
Available resources
Personnel
- 1 SLA specialist
- 4 full-time librarians (liaison librarians -- none of them has any ESL expertise)
Facilities
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)
(Source: based on the model found in Delaware County Community College, 2004)
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Appendix J
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
39
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
Appendix K
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
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
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?
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
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
(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
Using the scale bellow, please circle the choice representing your agreement with the
following statements:
(1) Strongly (2) Disagree (3) Not (4) Agree (5) Strongly
1) I now feel that I can identify keywords and their synonyms for my research topic.
1 2 3 4 5
1 2 3 4 5
3) I feel that the ESL class was appropriate for my knowledge of English
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
43
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
9) Explain in which way the library instruction was useful for your assignments
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?
(Source: based on the model found in Hurley, Hegarty, & Bolger, 2006)
45
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