Slides from the Metropolitan New York Library Council (METRO) Conference January 15, 2015
Research has proven the importance of developing academic and information literacy skills of ESL students or English language learners (ELLs) in basic reading and writing courses in order to promote student engagement and perseverance. A recent innovation and effective approach in academic library instruction, embedded librarians provide personal, targeted assistance to the class as a whole and to individual students. Hence, there is more sustained learning. In this session, the author discussed the close partnership and collaboration between a fully embedded librarian, an ESL instructor, and ESL students enrolled in an intermediate basic writing course. The embedded librarian worked closely inside and outside of the classroom with ESL students or English language learners not only focusing on information literacy but also on debates as a means of improving English learning. This research project also examined the impact of the embedded librarian on the information literacy of ESL students or ELLs as they prepared for debates based on current controversial topics. The research strategy used for the assessment employed pre- and post-tests with surveys used as the data method collection: quantitative (Likert scales) and qualitative (comments).
"Fully Embedded: an ESL-Library Partnership" by Barbara Bonous-Smit
1.
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.
4.
5.
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.
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 2013-2014.
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 2013-2014.
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., 2012. 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 2013-2014.
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
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:
◦ 1st Part: Likert scale on effectiveness of using debates in the
classroom & library research assessment for ELL learners
◦ 2nd Part: Open-ended questions / Reflection essays.
Same survey used in the 1st part for the pre- and post-
tests but order of questions changed.
Different survey used for the pre- and post-test of the
2nd 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.
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