Slide 2 Source for image: Westfield Public School District,
Office of English Language Learners. Slide 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. Slide 4 Slide 5 Slide 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 citizens 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. Slide 7 Source for
image: The Poetic Debaters Project. Slide 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 Slide 9 Introduction. Pro / Con Arguments. Rebuttal.
Conclusion. Audience evaluation. Winners announced. Slide 10 Source
for image: Teaching Speaking Skills: Debates in the ESL Classroom.
On TESOL: How to Teach English. Slide 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. Slide 12 Source for
images: Queensborough Community College, Office of Institutional
Research and Assessment. Factbook 2013-2014. Slide 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. Slide 14 Slide 15 Slide 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. Slide 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.
Slide 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 Its Needed. Medford, New
Jersey: Information Today, Inc., 2012. Print. Slide 19 Source for
photo: Prof. Neera Mohess, Queensborough Community College, CUNY
Slide 20 Spring Semester 2014 (January May) TOTAL NUMBER OF
CLASSES: 199 TOTAL NUMBER OF STUDENTS PARTICIPATING: 3,828 Slide 21
Source for image: Queensborough Community College, Office of
Institutional Research and Assessment. Factbook 2013-2014. Slide 22
Introduction to the Librarys 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. Slide 23 Fall 2013 Total number of classes participating:
34 Total number of Library sessions generated: 60 Total number of
full-time librarians participating: 9 Slide 24 Spring 2014 Total
number of classes participating: 44 Total number of Library
sessions generated: 81 Total number of full-time librarians
participating: 9 Slide 25 Fall 2014 Total number of classes
participating: 57 Total number of Library Sessions Generated: 93
Total number of full-time librarians participating: 9 Slide 26
Source for image: RefKit (Wordpress) Slide 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 Slide 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. Slide 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. Slide 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. Slide 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. Slide 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): 258-272.
Education Source. Web. 29 Dec. 2014. 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. 2003. Web. 24 Nov.
2014. Bordonaro, Karen. Language Learning in the Library: an
Exploratory Study of ESL Students. The Journal of Academic
Librarianship 32. 5 (2006): 518526. ScienceDirect. Web. 29 Nov.
2014. 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): 574-586. Education Source. Web. 30
Sept. 2014. Slide 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): 191196. ScienceDirect. Web 22 Dec. 2014.
____. Empowering ESL students: a New Model for Information Literacy
Instruction. The Journal of Academic Librarianship 32.5 (2006):
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in the TESL Classroom. TESOL Quarterly 10.3 (1976): 305-308.
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Review: Academic Literacy for English Language Learners. Community
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November 2013. Domnguez-Flores, Noraida, and Ling Wang. Online
Learning Communities: Enhancing Undergraduate Students' Acquisition
of Information Skills. The Journal of Academic Librarianship 37. 6
(2011): 495503. ScienceDirect. Web. 29 Dec. 2014. Slide 34 Embedded
Librarians: Moving Beyond One-Shot Instruction. Eds. Cassandra
Kvenild and Kaijsa Calkins. Chicago: Association of College and
Research Libraries, 2011. Print. Embedded Librarianship: What Every
Academic Librarian Should Know. Eds. Alice L. Daugherty and Michael
F. Russo. Santa Barbara, California: Libraries Unlimited, 2013.
Print. Helmke, Jonathan, and Brad S. Matthies. Assessing Freshmen
Library Skills and Attitudes Before Program Development: One
Librarys Experience. College & Undergraduate Libraries 11.2
(2004): 29-49. Library & Information Science Source. Web. 30
Sept. 2014. Houlson, Van. Getting Results from One-Shot
Instruction: a Workshop for First-Year Students. College &
Undergraduate Libraries 14.1 (2007): 89-108. Library &
Information Science Source. Web. 30 Sept. 2014. 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): 313321. ScienceDirect. Web. 19 Dec. 2014. Slide 35
Embedded Librarianship: What Every Academic Librarian Should Know.
Eds. Alice L. Daugherty and Michael F. Russo. Santa Barbara,
California: Libraries Unlimited, 2013. Print. Helmke, Jonathan, and
Brad S. Matthies. Assessing Freshmen Library Skills and Attitudes
Before Program Development: One Librarys Experience. College &
Undergraduate Libraries 11.2 (2004): 29-49. Library &
Information Science Source. Web. 30 Sept. 2014. Houlson, Van.
Getting Results from One-Shot Instruction: a Workshop for
First-Year Students. College & Undergraduate Libraries 14.1
(2007): 89-108. Library & Information Science Source. Web. 30
Sept. 2014. 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): 313321. ScienceDirect. Web. 19 Dec. 2014.
Slide 36 Kurbanoglu, S. Serap, Buket Akkoyunlu, and Aysun Umay.
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Documentation 62.6 (2006): 730-743. Directory of Open Access
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Librarianship: Best Practices and Opportunities.
Cclibinstruction.org, California Conference on Library Instruction.
Web. 24 Nov. 2014. 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):18-20. Education Source. Web. 30 Sept. 2014. Macdonaid,
Katrina. ESL Library Skills: an Information Literacy Program for
Adults with Low Levels of English Literacy. Australian Library
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Students to Access and Use Library Resources. Teaching Information
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Casebook of Applications. Ed. Douglas Cook and Natasha Cooper.
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in Curriculum Design and Delivery. Journal of Library
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Nov. 2014. Queensborough Community College, Office of Institutional
Research and Assessment. Factbook 2013-2014. Web. 3 Jan. 2015. 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): 352-367. Education
Research Complete. Web. 30 Sept. 2014. Slide 38 Sheret, Larry, and
John A. Steele. Information Literacy Assessment: Keep It Simple,
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and Post-Assessment. Reference Services Review 39.2 (2011):
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Slide 39 Contact: Barbara Bonous-Smit Queensborough Community
College, The City University of New York
[email protected]
