Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction

• Published in: The Journal of academic librarianship Vol. 28; no. 4; pp. 191 - 196
• Main Author: Conteh-Morgan, Miriam
• Format: Journal Article
• Language: English
• Published: New York, NY Elsevier Inc 01.07.2002; Elsevier Science; Elsevier Science Ltd
• Subjects: Academic Libraries; Barriers to Information; Check Lists; English (Second Language); English as a second language; English language; ESL; Exact sciences and technology; Higher Education; Information and communication sciences; Information Literacy; Information science. Documentation; Information service management; Instructional Design; Learning; Learning Theories; Librarians; Libraries; Library and documentation centre management; Library Instruction; Ohio State University; Sciences and techniques of general use; Second Language Learning; Students; Teaching; Teaching Methods; University libraries; USA; User service management; User training; Users; United States; North America; America; English; Foreign student; Pedagogy; Language theory; Information literacy; User training; Higher education library; Foreign language; Recommendation
• ISSN: 0099-1333; 1879-1999
• DOI: 10.1016/S0099-1333(02)00282-3

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.