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.
This study used action research and employed three different data collection techniques: observations, semi-structured interviews and content analysis of classroom artifacts.
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.
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.
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.
