Relationship building with students and instructors of ESL

Julia A. Martin · Kathleen M. Reaume · Elaine M. Reeves · Ryan D. Wright

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Library Science and Information Literacy Library Science and Administration Web and Library Services

Abstract

Purpose ESL students often do not utilize the librarian for help or attend library orientation and instruction sessions. Academic librarians and ESL composition instructors need to bridge the gap in order to help guide international students during their academic career. This paper aims to address this issue. Design/methodology/approach This paper will describe the benefits of relationship building between a librarian and two ESL instructors at the University of Toledo and the information literacy instruction sessions created for two ESL composition classrooms. Findings The paper finds that librarians and ESL instructors can bridge the gap for ESL students. Understanding the needs of the international/ESL community can help librarians approach ESL instructors or the international/ESL community in a way that allows the ESL student to feel comfortable and to seek out the librarian's assistance as new needs arise. Practical implications The collaboration at the University of Toledo indicates that closer relationships are needed between librarians and ESL instructors and that more than one library session is needed to help ESL students feel comfortable with librarians and libraries. Social implications Understanding the culture, values, beliefs, and practices that ESL students bring from their home countries and exhibit in the composition classroom can help librarians create programs that help define library services and help to bridge the gap between services provided by the librarian and the ESL composition instructor. Originality/value The very strong relationship built between the librarian and the ESL instructors had a very positive affect not only in the initial trial, but also in developing part of the curriculum for ESL composition students. This paper has great potential value for both librarians who are interested in embedding themselves in ESL programs and for ESL instructors.

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References

1986Cultural differences in teaching and learning 1987The Learning Style Preferences of ESL Students 1944THE CHINESE CONCEPTS OF “FACE”1997A Critical Approach to Critical Thinking in TESOL 1999Individualism, academic writing, and ESL writers 1989The Classroom and the Wider Culture: Identity as a Key to Learning English Composition 2005Incoming international students and the library: a survey 2011Learning outcomes of information literacy instruction at business schools

Cited by

2017Relationship Building One Step at a Time: Case Studies of Successful Faculty-Librarian Partnerships 2017The Internationalization of the Academic Library: A Systematic Review of 25 Years of Literature on International Students 2014A Purposeful Collaboration: Using a Library Course Enhancement Grant Program to Enrich ESL Instruction 2016Multilingual Information Retrieval & Use: Perceptions and Practices Amongst Bi/Multilingual Academic Users 2020Information Literacy and Cultural Context: Chinese English Language Learners’ Understandings of Information Authority

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