NCompass Live - January 23, 2019 http://nlc.nebraska.gov/ncompasslive/ Through a group active learning activity, and discussion presenters will help attendees empathize with ESL/ELL students’ anxieties about academic libraries, language, and jargon. Grounded in academic research, presenters will then cover how library anxiety specifically affects the ESL/ELL population and describe strategies library staff can take to ameliorate this anxiety. Presenters will also detail how existing information literacy teaching materials were adapted and augmented to address this student population’s specific needs. Attendees will leave with a deeper understanding of the specific needs of the ESL/ELL population and have gained knowledge of specific strategies to employ in their own practice. Presenters: Claire Chamley, Reference Associate, Criss Library, University of Nebraska at Omaha; Erin Painter, Creativity Library Manger, KANEKO-UNO Library, University of Nebraska, Omaha.

1. INFORMATION LITERACY AND THE
ESL/ELL STUDENT: ALLEVIATING
LIBRARY ANXIETY
JANUARY 23, 2019
CLAIRE CHAMLEY, REFERENCE
ASSOCIATE, CRISS LIBRARY
ERIN PAINTER, CREATIVITY
LIBRARY MANAGER, CRISS
LIBRARY

2. ACTIVITY: CREATE AN EDGE OF THE
EMPIRE CHARACTER
BREAK INTO GROUPS
DO YOUR BEST TO
ACCURATELY FILL OUT THE
CHARACTER CARD
USE WHATEVER STRATEGIES
YOU THINK APPROPRIATE TO
TRY TO FILL OUT THE SHEET;
NOTE THE STRATEGIES YOU
USE

3. .
.

4. FAMILIAR WORDS OUT OF CONTEXT
MELEE
BRAWN
CUNNING
BUT WHAT DO THEY
MEAN IN THIS
CONTEXT?

5. LIBRARY ANXIETY, SECOND LANGUAGE
ACQUISITION, AND THE ESL STUDENT
LIBRARY ANXIETY-WHAT IS IT?
SLA-NOTICING VS PROCESSING &
FREQUENCY OF INPUT
ESL STUDENT-HOW CAN WE
SPECIFICALLY ADDRESS THESE TWO
ISSUES WITH OUR ESL/ELL PATRONS?

6. .
.

7. .
.

8. .
.

9. .
.

10. WHAT WORKED
INSTRUCTORS THOUGHT THE
EXERCISE INCREASED
COMPREHENSION
STUDENTS WERE MORE
ENGAGED IN SUBSEQUENT
INSTRUCTION
WHATNEEDEDWORK
STUDENTS GOT LOST IN THE
STACKS
WAIT TIME IS DIFFERENT FOR
ESL STUDENTS
SOME TWEAKING OF
HANDOUTS AND
VOCABULARY LIST

11. REFERENCES
THANK YOU
Ingram, J., & Elliot, V. (2016). A critical analysis of the role of wait time in classroom interactions and
the effects on student and teacher interactional behaviours. Cambridge Journal of Education, 46, (1), 37-
53.
Sakale, S. (2017). The impact of wait time instruction and teaching experience on teachers' feedback in
Moroccan speaking classes. Arab World English Journal, 8, (2), 268-278.
Sinnasamy, J., & Karim, N. H. A. (2015). Academic related anxieties: A case study investigating the
relationships among library, communication and language anxieties among non-native speakers of
English. Malaysian Journal of Library & Information Science, 20, (2), 1-12.
VanPatten, B., & Williams, J. (Eds.). (2015). Theories in second language acquisition (2nd ed.). New York,
NY: Routledge.
Claire Chamley
cchamley@unomaha.edu
Erin Painter
epainter@unomaha.edu