Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Embedding information literacy in an MA TESOL program

Embedding information literacy in an MA TESOL program Purpose – This case study aims to describe the collaborative process used to embed an information literacy curriculum into the MA Teaching of English to Speakers of Other Languages (TESOL) program at university. Design/methodology/approach – The study focuses on how this curriculum was conceived, implemented, and has evolved based on new ideas from the MA coordinator, the librarian, the students, and continuing review of the literature of librarianship and TESOL. The coordinator and librarian describe their approach to curriculum development and their analysis of curricular outcomes, and two graduates from the program describe the program's impact from the student perspective. Findings – The paper finds that the MA TESOL coordinator and the librarian embedded information literacy through structured assignments, reflective essays, and librarian in‐person classroom visits. Ongoing assessment of student survey results and reflective essays provide impetus for ongoing changes to the curriculum. Students' perceptions about and practice of information literacy enrich their program experiences and improve their preparation for further academic work or subsequent TESOL teaching. Research limitations/implications – More follow up is needed with the three cohorts that have completed the MA program since the development of the embedded information literacy curriculum. Practical implications – In their own teaching, graduates emphasize information literacy to their students, further increasing the impact of this program. Social implications – Students develop a closer relationship with the librarian and think differently and more regularly about libraries and information literacy principles. Originality/value – There is a growing body of library literature on embedded librarianship and language learning students, but none focusing exclusively on the role of information literacy in the preparation of teachers of language learning students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png New Library World Emerald Publishing

Embedding information literacy in an MA TESOL program

Aline Soules; Sarah Nielsen; Hee Youn Lee; Kinda Al Rifae
New Library World , Volume 114 (1/2): 12 – Jan 1, 2013
Download PDF
12 pages

Loading next page...
 
/lp/emerald-publishing/embedding-information-literacy-in-an-ma-tesol-program-5eYOzY4V9g
Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
0307-4803
DOI
10.1108/03074801311291947
Publisher site
See Article on Publisher Site

Abstract

Purpose – This case study aims to describe the collaborative process used to embed an information literacy curriculum into the MA Teaching of English to Speakers of Other Languages (TESOL) program at university. Design/methodology/approach – The study focuses on how this curriculum was conceived, implemented, and has evolved based on new ideas from the MA coordinator, the librarian, the students, and continuing review of the literature of librarianship and TESOL. The coordinator and librarian describe their approach to curriculum development and their analysis of curricular outcomes, and two graduates from the program describe the program's impact from the student perspective. Findings – The paper finds that the MA TESOL coordinator and the librarian embedded information literacy through structured assignments, reflective essays, and librarian in‐person classroom visits. Ongoing assessment of student survey results and reflective essays provide impetus for ongoing changes to the curriculum. Students' perceptions about and practice of information literacy enrich their program experiences and improve their preparation for further academic work or subsequent TESOL teaching. Research limitations/implications – More follow up is needed with the three cohorts that have completed the MA program since the development of the embedded information literacy curriculum. Practical implications – In their own teaching, graduates emphasize information literacy to their students, further increasing the impact of this program. Social implications – Students develop a closer relationship with the librarian and think differently and more regularly about libraries and information literacy principles. Originality/value – There is a growing body of library literature on embedded librarianship and language learning students, but none focusing exclusively on the role of information literacy in the preparation of teachers of language learning students.

Journal

New Library World – Emerald Publishing

Published: Jan 1, 2013

Keywords: TESOL; Embedded information literacy; Embedded librarianship; Academic libraries; Students; English language learners; English language

There are no references for this article.