Use of action research to improve information literacy acquisition of international ESL students

Abstract

Purpose The purpose of the present study was to examine the outcomes of more collaborative library information literacy instruction for international English-as-a-Second-Language (ESL) students. Design/methodology/approach This study used action research and employed three different data collection techniques: observations, semi-structured interviews and content analysis of classroom artifacts. Findings The paper concluded that one-shot information literacy instruction was not sufficient for international ESL students to acquire information literacy. Findings suggested that lack of secondary information literacy instruction just prior to the final papers, and lack of one-on-one mentoring opportunities hindered effective information literacy acquisition for the selected cohort of ESL students. Research limitations/implications Results derived from this study were used to design more effective, useful and holistic information literacy instruction for international ESL students beginning next semester at this private NY College. Originality/value This is a case study where the paper has used the participatory action research to present the importance of collaboration between the classroom teacher and the librarian to improve ESL students’ information literacy experience.

Library instruction and information literacy 2016

“…Outcomes show that presenting the workshop during an all-day professional development event on campus in the spring without competing with concurrent sessions is the most fruitful way of reaching faculty. Aytac, S. (2016), "Use of action research to improve information literacy acquisition of international ESL students", New Library World, Vol. 117 Nos 7/8, pp.…”

“…Other pertinent topics include assessment (Jones et al, 2016;Rui, 2016;Smith, 2016) pedagogy (Maddison and Kumaran, 2016;Cisse, 2016), information literacy within the disciplines (Gauder and Jenkins, 2016;Bausman and Laleman Ward, 2016), diversity, social justice and pedagogy in IL instruction (Accardi, 2016;Irvin, 2016;Mathuews, 2016, Pagowsky andMcElroy, 2016), ESL and international students (Aytac, 2016) and librarians as teachers (Drabinski, 2016).…”

Knowing and improving paraphrasing skills of Mexican college students

“…Aytac (2016) studies the application of PAR to improve the information literacy skills of foreign students. This author focuses on the capacity the action research has to eliminate the gap between theory and practice in the librarian’s setting.…”

Setting Them Up for Success: Assessing a Pre-Research Assignment for First-Year International Students

“…This program created greater collaboration between classroom faculty and librarians, which in turn, provided ESL students with a better understanding of important aspects of the research process. Aytac (2016) engaged in a three-pronged study that included observations, semi-structured interviews, and classroom artifacts, recommending greater collaboration with ESL instructors and additional instructional opportunities. The importance of building relationships between the library and ESL instructors was the focus of Martin, Reaume, Reeves, and Wright (2012), noting such relationships can "bridge the gap for ESL students" (p. 364).…”