Librarians who teach students with limited English proficiency have discussed various barriers limiting effective learning. This article shows how applying second language acquisition theories and teaching practices derived from them can significantly impact outcomes of information literacy instruction.In the professional literature and electronic discussion groups, such as BI-L, the library experience of limited English proficient (LEP) 1 students is a regularly discussed topic. With regard to instruction, the most attention has been paid to the various barriers that affect their use of the library and, more recently, to culture-dependent learning styles. This is because, according to Diane DiMartino and Lucinda Zoe, 2 many librarians agree that:Language, cultural and technological barriers, and a heightened awareness of learning styles and cognitive development theories are . . . primary issues that need increased attention. Of particular interest to [them] is the need to gain greater awareness and understanding of learning styles and the integration of that knowledge into instruction planning. 3Language is the most cited barrier. 4 But perhaps rather than see it as such, it would be more helpful to understand the language issue from another perspective that could offer librarians fresh insights on instruction.Library instruction is known for having incorporated behavioral and cognitive theories of learning. There are other learning theories, however, that library instruction has not paid closer attention to that have a more direct impact on teaching LEP students-theories of second language acquisition and teaching. Indeed, it has been recognized that all teachers of a languageminority population who want to be linguistically and culturally responsive in their teaching must know not only about cross-cultural communication, but about first and second language learning and development, ways of adapting materials and methods, and assessment.5 Despite the many examples of librarian-ESL faculty collaboration found in the literature, only a few have discussed or called for the application of ESL theories to library instruction. 6 Awareness of theories of second language learning and approaches to teaching is vital if librarians are to provide more meaningful instruction to LEP students.This article summarizes two major language acquisition theories and ESL teaching methods derived from them, and discusses a library instruction model based on them. This model has been used to teach advanced students in the ESL program at Ohio State University.

This paper proposes a new type of collaboration between librarians and English-as-a-Second Language (ESL) instructors. Librarians will work with instructors to match similar information literacy and ESL objectives and concepts, and together build these into the ESL syllabus. However, unlike other instruction programs, the course is to be taught almost exclusively by the ESL instructor. It is believed that students will gain more from this model because it offers more learning opportunities, and stresses the cross-applicability of language and information literacy concepts and skills. Sample lesson plans are also provided. A version of this paper was presented at the OhioTESOL (an association of ESL professionals) Spring Conference, Columbus, OH.Empowerment is providing users with the necessary skills to find and exploit information they need for work, study and leisure. . . to help them find and develop a range of transferable skills that are essential in the Information Age.

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Researchers in Africa have typically been regarded as consumers, not producers, of academic information. More recently, open access publishing has been advanced as a way of getting research from Africa more easily and widely available, but there needs to be more than just changes to the dissemination outlet. This article discusses how researchers in Africa can join global academic conversations through a rethinking of their research work flows, and how they can strategically position themselves and their research in knowledge streams for rippling impact.

SUMMARY. This paper will briefly review the canon debate in African literature, situating it within a wider context of debates on other non-Western, non-central or emerging disciplines. It will then examine ways in which reference services can respond to the challenge of canon expansion, and how librarians can impact the study of African women writers in universities and colleges. I will approach these topics from two perspectives. The first involves reference librarians in their traditional role as information mediators. Using the works of female writers as examples in instruction sessions and reference guides are ways in which traditional methods can be given a new twist. In so doing, reference librarians will be combining intercultural literacy with information literacy. A bibliography of selected works will also be given that will help general reference librarians strengthen their collections and educate themselves on the subject.The second will be on ways in which librarians can add a layer to traditional mediating by becoming academic activists. In other words, instead of passively waiting for courses to be created and then supporting them, librarians can market to faculty ideas for possible uses of the Africana collection and thus provide impetus for new course development. Suggested initiatives include developing theme-related guides or readers" advisory based on African women"s texts, and distributing them to other Area Studies faculty-an obvious way to encourage comparative, interdisciplinary research and teaching. Librarians can also hold workshops to demonstrate how works such as Aidoo"s Changes or Dangaremgba"s Nervous Conditions that examine the many faces of modern Africa can be discussed in social history, politics or education courses; or Alifa Rifaat"s works dealing with women in Islamic communities in a religion or comparative law course. Additionally, libraries need to go beyond in-house, libraryonly lectures to organizing, for example, campus-wide author lecture series.To effectively implement these initiatives, reference librarians should collaborate more closely with Africana and Area Studies bibliographers. As librarians in the 21st century, we should be more proactive in our academic communities. We can generate impetus for breaking the literary canon and broadening literary research, foster greater understanding of African culture, while still playing our time-honored roles of guide, mediator, culture-keeper, and agents of change.