Research vocabulary and international students
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Research Vocabulary and International Students. Sarah Smurr Brenda Yates Habich Lisa Jarrell. Who We Are. Intensive English Institute Purpose of the program Who are the students? What are the goals? Library Research Instruction Research instruction for international students.

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Research Vocabulary and International Students

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Research vocabulary and international students

Research Vocabulary and International Students

Sarah Smurr

Brenda Yates Habich

Lisa Jarrell


Who we are

Who We Are

  • Intensive English Institute

    • Purpose of the program

    • Who are the students?

    • What are the goals?

  • Library Research Instruction

    • Research instruction for

      international students


The problem

The Problem

  • Point and click vs. Understanding

    • Scholarly journal vs. magazine, citation, reference

  • Repetition

  • Time Wasted


Our new approach

Our New Approach

  • Co-taught

  • When to begin (in curriculum)?

  • More time

    • Concept vocabulary

    • Usage vocabulary

    • Application*


Concept vocabulary how

Concept Vocabulary: How

  • Activate L1 previous knowledge

  • Make it tangible

  • Compare and contrast

  • Add language (vocabulary)

  • Feedback


Concept vocabulary

Concept Vocabulary

  • Database

  • Article

  • Periodical

  • Scholarly journal

  • Reference

  • Citation

  • Bibliography

  • Magazine


Usage vocabulary how

Usage Vocabulary: How

  • Reviewing and looping

  • Guided practice/Scaffolding

  • Use of words as search terms

    • Nouns

    • Phrase searching

    • Concept mapping


What we do differently now

What we do differently now…

  • Difference pacing

  • Make concepts tangible

  • Call on studentS

  • Review differently (match ideas and words)

  • Ask more “do” and “why” questions

  • Will need to go “off script” more often


Tips for successful collaboration

Tips for Successful Collaboration

  • Working together in the classroom

    • Communication

    • Approach/style

    • Expectations

    • Trust and Respect!

  • Be flexible!

  • Talk before and after class. Regroup as needed.


Where we go from here

Where we go from here?

  • Assessment! What will we change for next time?

    • Example: mix of journal titles/subjects

  • Adapt approach to native speakers

  • Publication


Useful articles

Useful articles

  • Amsberry, D., (2008). Talking the Talk: Library Classroom Communication and International Students. The Journal of Academic Librarianship, 34(4), 354-357.

  • Bordonaro, K., (2010). Is Library Database Searching a Language Learning Activity?. College & Research Libraries, 71(3), 273-84.

  • Conteh-Morgan, M., (2002). Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction. The Journal of Academic Librarianship, 28(4), 191-196.

  • Shuo, F., Emanuel, J., Jiao, S., (2007). International Students and Language Preferences in Library Database Use. Technical Services Quarterly, 24(4), 1-13.


Thank you

Thank you!

Questions?

Sarah Smurr: [email protected]

Lisa Jarrell: [email protected]

Brenda Yates Habich: [email protected]


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