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ESL Levels 4-6: Information Literacy and English Language Learning Websites PowerPoint Presentation
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ESL Levels 4-6: Information Literacy and English Language Learning Websites

ESL Levels 4-6: Information Literacy and English Language Learning Websites

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ESL Levels 4-6: Information Literacy and English Language Learning Websites

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  1. ESL Levels 4-6:Information Literacy and English Language Learning Websites This instructional PowerPoint was prepared by staff of Lower Columbia College.

  2. Students really wanted to learn basic computer research skills. Their classroom is off campus and they have no computer access. Question: Could we negotiate a way for them to have access to computers, so we could teach introductory computer research skills to them?

  3. LCC Librarian adapted a “How to Use a Computer: Basic Internet Instruction” book from another ESL agency. • She also wrote a “How to Open, Save, Close, and Find Documents” book for the ESL students.

  4. Task: be able to use the computer as a tool to facilitate English language learning. • Identify: what are the parts of the computer? • Source: what aspect of internet or computers did you want to learn? • Analyze: can you locate the information you need? • Evaluate: have you learned enough to get started? • Present: explain to the class what you found and what you thought of it. ESL Levels 4-6 InfoLit Assessment

  5. Name: ____________________ • Date: ____________________ • Basic Internet Instruction Vocabulary Pre-Test • cursor • download • e-mail address • icon • internet • internet address • link • offline • online • web page • web Students took a pre-test of computer words.

  6. After a couple of weeks of preparatory work, students began attending class on campus in the computer lab once each week. We worked slowly through the computer book.

  7. Week 1: students learned the basic components of a computer, how to log on, open the browser and start web searching. • Week 2: students learned how to scroll, and how to use links in their searching. They found some ESL websites and explored their web pages. • Assignment– evaluate an ESL site you have found.

  8. Week 3: students learned to create, save, close, and reopen documents. • Assignment – write about the ESL website you found. • Week 4: they needed time to practice. • Assignment – students typed their first draft and saved it to a USB drive.

  9. Week 5: students learned how to use the campus email, how to attach their documents to an email, and how to open what they have sent or received. • Final Assessment – create an email, and attach a document evaluating one of the English language learning web site that you researched. Share your research with your classmates.

  10. Writing the ESL Computer Book was a challenge. • Using the ESL Computer Book helped to reveal areas for improvement. • Weekly assignments helped to motivate students to find and use computers outside of class. • Students appreciated being in the position of sharing their expertise with their classmates and advising staff how to create better resources for ESL students. Our Evaluation

  11. More computer opportunities would be helpful to our students. • Standard computer textbooks invariably involve a higher level of English and computer terminology than even advanced ESL students are prepared for. • It is important to keep lessons limited in scope and allow time for students to practice their skills in class. • We would like to continue this project.