Source for image: Westfield Public School District, Office of English Language Learners.

Close partnership & collaboration. Included in the course syllabus. Worked out schedule. Customized help to students. Customized information literacy

instruction sessions based on the needs of the students.

Worked with students inside and outside of the classroom on debates and writing assignments.

Should drivers be completely banned from using cell phones?

Should students be rewarded for good grades and high test scores with cash and prizes?

Should schools control what students eat by only selling & serving forms of health foods?

Should the government tap into American citizen’s private information? There are those who say that it is necessary in order to keep the country safe from terrorists in order to prevent another 9/11 type of attack.

Source for image: The Poetic Debaters Project.

Students had to participate in two debates.

Each debate consisted of 10 students (5 pros & 5 cons). Final debate had 12 students.

Embedded librarian worked closely with each team in preparation for the debates (and papers).

Source for images: The Poetic Debaters Project

Introduction.

Pro / Con Arguments.

Rebuttal.

Conclusion.

Audience evaluation.

Winners announced.

Source for image: “Teaching Speaking Skills: Debates in the ESL Classroom.” On TESOL: How to Teach English.

Participating and preparing for debates:

Improves students’ knowledge of English.

Improves students’ self-confidence to speak, read and write English.

Improves students’ ability to work collaboratively with others.

Improves students’ ability to conduct research in the library.

Improves students’ critical thinking skills.

Source for images: Queensborough Community College, Office of Institutional Research and Assessment. Factbook 2013-2014.

Fall 2013 Facts 16,291 students enrolled. 6% of first-time freshmen were international students. Of first-time freshmen, Hispanic students represented the

largest ethnic group (30%), followed by Asian and Black students (22% each) and 18%White students.

44.4% of first-time freshmen spoke a language other than English at home.

Top five native languages other than English of first-time freshmen: Spanish (260 students), Chinese (121), Korean (35), Bengali (34), and Urdu (34).

Source: Queensborough Community College, Office of Institutional Research and Assessment. Fact book 2013-2014.

Source: Queensborough Community College, Office of Institutional Research and Assessment. Fact book 2013-2014.

Diverse population.

Academic Literacy Dept.

Enrolled in BE-203

Intermediate Composition

for ESL Students.

Emphasis on intermediate

grammar, paragraph

development, and writing

the short composition.

Challenging for both students & librarians.

Different levels of English proficiency.

Often lack confidence and courage to ask for help.

Often had little or no experience with information literacy.

Need information literacy skills to succeed.

Often are motivated to be successful.

The embedded librarian easily enters the students’ workspace and becomes more knowledgeable and understanding of the their needs and work in the classroom.

Strong working relationship can form and develop between the librarian, the students and the instructor.

Embedded librarian can create a "safe and welcoming" environment for the students.

The students receive the needed assistance and expertise customized to their needs.

The instructor and librarian work as a team and share responsibility for the success of the students.

"Embedded librarians often go above and beyond traditional expectations in contributing to the team's success.”

Shumaker, David. The Embedded Librarian: Innovative Strategies for Taking Knowledge Where It’s Needed. Medford, New Jersey: Information Today, Inc., 2012. Print.

Source for photo: Prof. Neera Mohess, Queensborough Community College, CUNY

Spring Semester 2014 (January – May) TOTAL NUMBER OF CLASSES: 199 TOTAL NUMBER OF STUDENTS PARTICIPATING: 3,828

Source for image: Queensborough Community College, Office of Institutional Research and Assessment. Factbook 2013-2014.

Introduction to the Library’s Embedded Librarian Program

provided to subject faculty. Minimum of two Library Information Literacy Classes

required over the course of the semester. Dates of the classes determined at the time of class

scheduling. Embedded librarians assigned to courses requested by faculty

members. Each embedded librarian works with students in each course

throughout the semester. Librarians also embedded in departments as liaisons. For PNET and FNET classes, embedded librarian works

with students online.

Fall 2013 Total number of classes participating: 34 Total number of Library sessions generated: 60 Total number of full-time librarians participating: 9

Spring 2014

Total number of classes participating: 44

Total number of Library sessions generated: 81

Total number of full-time librarians participating: 9

Fall 2014

Total number of classes participating: 57

Total number of Library Sessions Generated: 93

Total number of full-time librarians participating: 9

Source for image: RefKit (Wordpress)

Research Strategy

Pre-Test and Post-Test Design

Data Collection Method

Surveys ◦ Quantitative (Likert scales)

◦ Qualitative (comments )

Analysis Quantitative

Qualitative Analysis

Source for image: Wisconsin Department of Public Education, “Information for Parents About Assessment in Wisconsin”

Two parts: ◦ 1st Part: Likert scale on effectiveness of using debates in the

classroom & library research assessment for ELL learners ◦ 2nd Part: Open-ended questions / Reflection essays.

Same survey used in the 1st part for the pre- and post-tests but order of questions changed.

Different survey used for the pre- and post-test of the 2nd part, reflection essays.

Pre- and post-tests administered by IRB certified faculty member in the absence of the instructor & embedded librarian.

Data not analyzed as yet.

Students’ experience with debates in the classroom.

Students’ confidence about preparing and participating in debates in the classroom.

Students’ confidence about their abilities to speak, read and write in English.

Speaking in native language and in English.

Data not analyzed as yet.

ESL students information literacy skills.

ESL students’ experience and feelings on conducting research or using library resources.

Students’ experience of having an embedded librarian.

How successful was the project? Very successful. Improvement in students’ ability to speak, read and write

in English. Students gained more confidence in speaking and critically

thinking in English.

Students did very well in the course. Early exit for nine students who were able to take the

CATW without further remediation. Improvement in information literacy skills and confidence

in using the library resources.

Asher, Curt , Emerson Case, and Ying Zhong. “Serving Generation 1.5: Academic Library Use and Students

from Non-English-Speaking Households.” College Research Libraries 70.3 (2009): 258-272. Education Source.

Web. 29 Dec. 2014.

Bagnole, John W. “An Interactive Information Literacy Course for International Students: a Practical Blueprint

for ESL Learners.” TESL-EJ.org. Teaching English as a Second or Foreign Language, Mar. 2003. Web. 24

Nov. 2014.

Bordonaro, Karen. “Language Learning in the Library: an Exploratory Study of ESL Students.” The Journal of

Academic Librarianship 32. 5 (2006): 518–526. ScienceDirect. Web. 29 Nov. 2014.

Bryan, Jacalyn, and Elana Karshmer. “Assessment in the One Shot Session: Using Pre- and Post-Tests to

Measure Innovative Instructional Strategies among First-Year Students.” College and Research Libraries 74.6

(2013): 574-586. Education Source. Web. 30 Sept. 2014.

Conteh-Morgan, Miriam. “Connecting the Dots: Limited English Proficiency, Second Language Learning

Theories, and Information Literacy Instruction.” The Journal of Academic Librarianship 28.4 (2002): 191–196.

ScienceDirect. Web 22 Dec. 2014.

____. “Empowering ESL students: a New Model for Information Literacy Instruction.” The Journal of Academic

Librarianship 32.5 (2006): 518–526. ScienceDirect. Web. 22 Dec. 2014.

Conway, William D. “Debate in the TESL Classroom.” TESOL Quarterly 10.3 (1976): 305-308. J-STOR. Web. 12

Dec. 2014.

Curry, Mary Jane. “UCLA Community College Review: Academic Literacy for English Language Learners.”

Community College Review 32.2 (2004):51-68. Academic Search Complete. Web. 24 November 2013.

Domínguez-Flores, Noraida, and Ling Wang. “Online Learning Communities: Enhancing Undergraduate

Students' Acquisition of Information Skills.” The Journal of Academic Librarianship 37. 6 (2011): 495–503.

ScienceDirect. Web. 29 Dec. 2014.

Embedded Librarians: Moving Beyond One-Shot Instruction. Eds. Cassandra Kvenild and Kaijsa Calkins. Chicago:

Association of College and Research Libraries, 2011. Print.

Embedded Librarianship: What Every Academic Librarian Should Know. Eds. Alice L. Daugherty and Michael F. Russo.

Santa Barbara, California: Libraries Unlimited, 2013. Print.

Helmke, Jonathan, and Brad S. Matthies. “Assessing Freshmen Library Skills and Attitudes Before Program

Development: One Library’s Experience.” College & Undergraduate Libraries 11.2 (2004): 29-49. Library &

Information Science Source. Web. 30 Sept. 2014.

Houlson, Van. “Getting Results from One-Shot Instruction: a Workshop for First-Year Students.” College &

Undergraduate Libraries 14.1 (2007): 89-108. Library & Information Science Source. Web. 30 Sept. 2014.

Ishimura, Yusuke, and Joan C. Bartlett. “Are Librarians Equipped to Teach International Students? A Survey

of Current Practices and Recommendations for Training.” The Journal of Academic Librarianship 40 (2014):

313–321. ScienceDirect. Web. 19 Dec. 2014.

Kurbanoglu, S. Serap, Buket Akkoyunlu, and Aysun Umay. “Developing the Information Literacy Self-Efficacy

Scale.” Journal of Documentation 62.6 (2006): 730-743. Directory of Open Access Journals. Web. 20 Nov. 2014.

Kvenild, Cass. “The Future of Embedded Librarianship: Best Practices and Opportunities.”

Cclibinstruction.org, California Conference on Library Instruction. Web. 24 Nov. 2014.

Lustigova, Lenka . "Speak Your Mind: Simplified Debates as a Learning Tool at the University Level." Journal on

Efficiency and Responsibility in Education and Science 4.1 (2011):18-20. Education Source. Web. 30 Sept. 2014.

Macdonaid, Katrina. “ESL Library Skills: an Information Literacy Program for Adults with Low Levels of

English Literacy.” Australian Library Journal 57.3 (2008): 295-309. Academic Search Complete. Web. 21 Dec.

2014.

Muir, Gordon, and Holly Heller-Ross. “Is Embedded Librarianship Right for Your Institution?” Public Services

Quarterly 6.2/3 (2010): 92-109. Library & Information Science Source. Web. 22 Dec. 2014.

Osa, Justina O. “Teaching International Students to Access and Use Library Resources.” Teaching Information

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Patterson, David Jay. “Becoming Researchers: Community College ESL Students, Information Literacy, and

the Library.” Diss. U of California, Berkeley, 2011. Web. 18 December 2014.

Pritchard, Peggy A. “The Embedded Science Librarian: Partner in Curriculum Design and Delivery.” Journal of

Library Administration 50 (2010): 373–396, 2010. Education Source. Web. 28 Nov. 2014.

Queensborough Community College, Office of Institutional Research and Assessment. Factbook 2013-2014. Web.

3 Jan. 2015.

Ryan D. Wright, et al. “Relationship Building with Students and Instructors of ESL: Bridging the Gap For

Library Instruction And Services.” Reference Services Review 40.3 (2012): 352-367. Education Research Complete.

Web. 30 Sept. 2014.

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and User Services Quarterly 52.3 (2013): 208-15. Education Source. Web. 20 Nov. 2014.

Shumaker, David. The Embedded Librarian: Innovative Strategies for Taking Knowledge Where It’s Needed. Medford, New

Jersey: Information Today, Inc., 2012. Print.

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Web. 20 Oct. 2014.

Contact: Barbara Bonous-Smit

Queensborough Community College,

The City University of New York

bbonoussmit@qcc.cuny.edu