Library Instruction for Diverse Populations Bibliography
Last Updated: December 2, 2003
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Introduction
The students enrolling in American institutions of higher education are increasingly diverse: "From 1980 to 1996, college enrollment of students of color increased dramatically: African-American students increased by about a third, the number of Hispanic students more than doubled, Asian students increased by 178 percent, and Native Americans increased by almost 60 percent. International student enrollment grew by 60 percent. In 1983, there were 583,000 college students age 35 and over, while preliminary 1995 data showed 986,000 students in this category" [Introduction, Teaching the New Library to Today’s Users, edited by Trudi E. Jacobson and Helene C. Williams (New York: Neal-Schuman, 2000), xxiii]. This diversity necessitates that all educators—librarian- instructors, included—have a solid understanding of the backgrounds, learning styles, and learning preferences of their students.
The Instruction for Diverse Populations Committee of the Association of College and Research Libraries’ Instruction Section has compiled this bibliography to meet the need of librarian -instructors for information about teaching diverse populations within college and university settings. The Committee hopes that librarians needing to teach a class to students of a particular group can turn to the relevant section of the bibliography, find an overview of issues and strategies relating to that population, and locate informational resources that will give them immediate help in preparing teaching methods and materials.
The Bibliography includes print and electronic resources key to the development of effective methods and materials for providing library instruction and teaching information literacy competencies to diverse student groups. The committee focused primarily on resources authored within the last ten years that specifically describe teaching diverse groups within an academic library context. Other resources are, however, included when important to the topic. Significant resources on teaching diverse populations within any educational setting and on the information-seeking behaviors of diverse populations are also listed, as are resources more than ten years old but seminal to their topics. Ten to twenty resources are listed for each diverse population group, and all resources have an accompanying annotation, letting readers know what particular resources can contribute to their understanding of the topic. Web pages and electronic listservs are listed where appropriate; listservs, in particular, are not used to the same degree, or in the same manner, by educators working with different population groups.
After a section of "General Resources" on teaching diverse populations within academic libraries, the Bibliography addresses the following groups in alphabetical order:
Beyond helping librarian-instructors prepare for teaching classes, the Bibliography also serves as an overview of the state of the literature on teaching various populations. The amount of research and writing that librarians have created on teaching international and nontraditional students is encouragingly high. Other areas are less developed—notably instruction to Native American students and instruction of diverse populations in an online or distance education environment. The Bibliography thus works with the newly revised Research Agenda for Library Instruction and Information Literacy Instruction in encouraging areas of further research.
Banks, James A., and Cherry A. McGee Banks, eds. Handbook of Research on Multicultural Education. San Francisco: Jossey-Bass, 2001.
This 882-page handbook is divided into nine multi-chapter parts, each part providing a review of the literature and comprehensive references. Of particular interest are Part VI, "The Education of Ethnic Groups;" Part VIII, "Academic Achievement: Approaches, Theories, and Research;" and Part X, "Higher Education." Part VI is divided into five chapters that address the specific educational needs of Native American, African American, Mexican American, Puerto Rican American, and Asian Pacific American students. Includes both name and subject indexing.
Carder, Linda, Carl Pracht, and Robert Willingham. "Reaching the Whole Population: Adaptive Techniques for Reaching Students Who Fall through the Cracks." In Programs That Work: Papers and Session Materials Presented at the Twenty-Fourth National LOEX Library Instruction Conference, edited by Linda Shirato, 67-75. Ann Arbor, MI: Pierian Press, 1997.
This article addresses nontraditional students, international students, and hearing-impaired students within the context of two matrices, one of which maps the supportive behavior of the instructor and the other of which describes student characteristics. The instructor’s level of directive behavior lowers as the student’s experience level becomes higher, with the pedagogical dynamic moving through the phases of delegating, supporting, teaching, and telling. Students are described in terms of being ready/unready and able/unable to engage with the instructional content.
Downing, Karen E. "Instruction in a Multicultural Setting: Teaching and Learning with Students of Color." In Teaching the New Library to Today’s Users: Reaching International, Minority, Senior Citizens, Gay/Lesbian, First Generation, At-Risk, Graduate and Returning Students, and Distance Learners, edited by Trudi E. Jacobson and Helene C. Williams, 47-70. New York: Neal-Schuman, 2000.
Downing provides demographic context and a rationale for improving multicultural teaching. She develops Anderson and Adams’ seven criteria for excellent multicultural teachers. She also discusses intercultural communication, learning styles that lend themselves to multicultural content, use of multicultural examples in teaching, and affective considerations. The importance of peer teachers and outreach to multicultural populations is emphasized.
Downing, Karen E., Barbara MacAdam, and Darlene P. Nichols. Reaching a Multicultural Student Community: A Handbook for Academic Librarians. Westport, CT: Greenwood Press, 1993.
This book describes "outreach" as "a broader vision of user instruction" and details a program of peer information counseling that "us[es] students to reach students." It covers analysis of community needs, politics, budgeting, staffing, program and service development, building campus networks, marketing and public relations, and program evaluation. It includes extensive training plans and exercises used in the University of Michigan outreach program, as well as copies of the Undergraduate Library Minority User Survey and the program’s advertising materials. Although focused on the program, not on specific user groups, this is a helpful source for librarians interested in the peer-teaching model. Bibliography included.
Downing, Karen, and Joseph Diaz. "Instruction in a Multicultural/Multiracial Environment." In Learning to Teach: Workshops on Instruction, 37-45. Chicago: Bibliographic Instruction Section, Association of College and Research Libraries, American Library Association, 1993.
Downing and Diaz include group exercises for sensitizing instruction librarians to multicultural issues, as well as classroom exercises for demonstrating bias in library materials and exploring the lack of standard vocabulary terms for various ethnic groups. "Strategies for keeping [students] interested" include pre-class contact with instructors, active learning, involvement of multicultural staff, and using alternative and multicultural resources. Includes some references.
Dunn, Rita. "Learning Styles of the Multiculturally Diverse." Emergency Librarian 20, no. 4 (March/April 1993): 24-43.
Dunn reports on 15 studies that were conducted on American college students using the Learning Style Inventory (LSI) and Productivity Environmental Preference Survey (PEPS). These studies show that learning styles-based instruction significantly improves the academic achievement of college students, regardless of ethnicity. Dunn offers concrete advice for developing lessons for male and female students, high-achieving and low-achieving students, and gifted students. Information on teaching African American, Chinese American, Greek American, and Mexican American college students is briefly explored. Charts indicate modality preferences by ethnic group studied. Includes references.
Espinal, Isabel. Multicultural Outreach in Academic Libraries [online]. June 2002 [cited 30 August 2003]. Available from World Wide Web: < http://www.ala.org/Content/NavigationMenu/Our_Association
/Offices/Public_Information/Campaign_for_Americas_Libraries/
Academic_and_Research_Library_Campaign/
academic_multicultural.pdf>.
This outline briefly presents various promising avenues for multicultural outreach, including peer advisory reference programs, programs and events, collections and special libraries, networking, minority residency programs, media, off-campus outreach, and library instruction. It includes examples of successful multicultural outreach instruction programs at the University of California at Berkeley and the University of Massachusetts at Amherst, as well as practical tips for success.
Garcha, Rajinder, and Julia Baldwin. "Bibliographic Instruction for the Upward Bound Residential Students." The Reference Librarian no. 58 (1997): 135-141.
This article briefly describes the Upward Bound program used to "enhance the academic skills of...high school students who are from low-income and/or first generation college backgrounds." It also includes the results of a survey of Ohio libraries offering library orientation for Upward Bound students.
Gordon, Rachel Singer. Teaching the Internet in Libraries. Chicago: American Library Association, 2001.
Of particular interest is chapter 4, "Teaching to Diverse Groups." Although focused on public libraries, this chapter has sections on selecting trainers; designing classes; and advertising to Hispanic, bilingual, and older students. Bibliography included.
Grassian, Esther S., and Joan R. Kaplowitz. Information Literacy Instruction: Theory and Practice. New York: Neal-Schuman, 2001.
Chapter 14 (pp. 313-335) of this comprehensive overview of information literacy instruction is "Designing Information Literacy Instruction for Diverse Populations." It emphasizes the importance of knowing one’s learner populations while remaining cognizant of differences between individual and group characteristics. Socialization and acculturation issues, as well as clashes between macro-and micro-cultures, are discussed. Also covered are different populations’ characteristics and variations in context factors, social interaction, separate versus connected learning, rewards and punishments, communication styles, and immediacy. Adult learners, international students, and students with disabilities are specifically addressed. Includes a CD-ROM allowing users to read more about issues and link to Web resources.
Gregory, Sheila T., ed. The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions. Lanham, MD: University Press of America, 2000.
This text provides detailed reviews of variables surrounding school achievement of various ethnic groups in elementary, secondary, and post-secondary settings. Several chapters specifically address Latin American and African American students’ needs. Five chapters are devoted to examining ways to improve learning outcomes among diverse college populations. Includes charts, graphs, illustrations, numerous references, and an index.
Hall, Patrick Andrew. "Peanuts: A Note on Intracultural Communication." Journal of Academic Librarianship 18, no. 4 (September 1992): 211-213.
Hall begins with the observation that "it is often ... cultural cues or codes, the ones that people are least aware of, that are the most damaging to communication when librarians deal with individuals whose cultural or racial backgrounds vary from their own." He discusses linguistic bigotry; culture and power as variables in communication; cultural bias; and dialects, accents and perception. He draws heavily upon his own experiences teaching in a Yupik Eskimo boarding school in Western Alaska, and he provides helpful strategies for how instruction librarians can educate themselves about cultural differences.
__________. "The Role of Affectivity in Instructing People of Color: Some Implications for Bibliographic Instruction." Library Trends 39, no. 3 (winter 1991): 316-326.
"What is germane in regard to pedagogy and ethnic minorities is not so much how, or even what, we teach. But the more intangible qualities of personal rapport and empathy play a vital role within the pedagogical paradigm," writes Hall. Hall cites research suggesting the importance of interpersonal relationships and interaction for students of color. He warns that instructors should recognize diversity within, as well as between, ethnic groups and advocates "it is best to be open to learning as well as teaching."
Huston, Mary M. "May I Introduce You: Teaching Culturally Diverse End-Users through Everyday Information Seeking Experiences." Reference Services Review 17, no. 1 (1989): 7-11.
Huston describes a study conducted at The Evergreen State College, Tacoma, Washington campus. The information seeking behaviors of a diverse group of novice library users were studied in order to identify users' experiential strengths and to gain insight into how they learn about computer-based systems. Interviews also were conducted with thirty-nine experienced researchers. Since both groups conceive of information environments as networks, "online environments were introduced to novices as a potential component of their information universe through explanations that relied on references to everyday information networking."
__________. "Instructional Responses to the Presence and Potential of Diversity: Toward Expert Collaboration." The Reference Librarian nos. 45/46 (1994): 79-92.
Huston argues that librarians must deliberately become responsive to multiculturalism, multifaceted needs (such as those of nontraditional students), and diverse learning style preferences. The author describes several personal experiences that gave her insights into other cultures and worldviews. She advocates viewing the classroom as a "forum for inquiry, in which all can participate," including the librarian as a fellow-learner. She quotes Hall (above) that "effective teaching is a matter of relationship" and advocates "cognitive apprenticeship" in which thinking is cultivated by example.
Huston, Mary M., and Susan L. Perry. "Information Instruction: Considerations for Empowerment." Research Strategies 5, no. 2 (spring 1987): 70-77.
This article describes a course "which would develop self-reliance in libraries for predominantly urban Black students in an outreach program at the Tacoma, Washington campus of The Evergreen State College." It provides six guidelines for empowering learners.
Jacobson, Trudi E., and Helene C. Williams, eds.
Teaching the New Library to Today's Users:
Reaching International, Minority, Senior Citizens, Gay/Lesbian,
First-Generation, At-Risk, Graduate and Returning Students and Distance
Learners. New York: Neal-Schuman, 2000.
This collection of articles provides
the background knowledge and instructional strategies that librarians
need to address the learning styles of diverse users in the "new
library." The articles’ authors give specifics about cultural contexts
and differences, peer mentoring, and motivating techniques for library
instruction. The book demonstrates how linguistic, cultural, age, and
gender differences among student populations actually can result in
development of stronger library instruction and more innovative library
services. Note: Chapters relating to specific populations are also
listed under those categories within this bibliography.
Janes, Phoebe, and Ellen Meltzer. "Origins and
Attitudes: Training Reference Librarians for a Pluralistic World." The Reference Librarian no. 30 (1990):
145-155.
This article is part of a special issue
on the continuing education of reference librarians. It emphasizes the
importance of reassessing existing training in the light of demographic
changes. It outlines some of the barriers to reference service for the
multicultural library user and some of the desirable skills for managers
in multicultural settings. Although focused on reference service, it
does include some helpful examples of, and further references to,
library instruction programs.
Lasley, Thomas J., and Thomas J. Matczynski. Strategies for Teaching in a Diverse Society:
Instructional Models. Belmont, CA: Wadsworth, 1997.
Of special importance is the chapter on
"Culturally Diverse Learners." This chapter briefly defines cognitive
styles of learning and describes research findings regarding such styles
for Native Americans, African Americans, Hispanic Americans, and Asian
Americans. Differences in learning style by gender are discussed. The
authors caution educators not to stereotype cultural groups based on
research findings.
Menschling, Teresa B., ed. Reaching and Teaching Diverse Library Groups: Papers
Presented at the Sixteenth National LOEX Library Instruction Conference
Held at Bowling Green State University 5 and 6 May 1988. Ann Arbor,
MI: Pierian Press, 1989.
The proceedings of the 1988 LOEX
conference include articles, round table session abstracts, poster
session abstracts, sample materials, and bibliographies—all relating to
instruction for diverse populations. Topics include nontraditional
students; adult learners; high school students as users of academic
libraries; remote users; student-athletes; and training library staff to
teach international students. Although an older resource, this source is
foundational to most discussions of library instruction for diverse
populations.
National Clearinghouse for
English Language Acquisition and Language Instruction Educational
Programs. Online Library: Language & Culture [online]. 17 April
2003 [cited 13 August 2003]. Available from World Wide Web: .
This Web site from the National
Clearinghouse for English Language Acquisition and Language Instruction
Educational Programs (NCLA) provides a bibliography pertinent to the
education of Hispanic, Native American, and Asian American students. It
also includes a special section on "Promoting Cultural Understanding in
the Classroom & Community." Part of the NCELA Online Library
(http://www.ncela.gwu.edu/library/index.htm).
Oka, Christine, Cheryl La Guardia, and Adan
Griego. "Instruction and Identity: Diversity in Library Classes and
Collections." The Reference Librarian nos.
45/46 (1994): 67-77.
The University of California at Santa
Barbara Library used a team-teaching approach to revise their
instructional program. One of the reasons for the revision was the
team’s desire to support a new ethnic studies curricular requirement.
The staff members represented various ethnicities and teaching styles;
they worked together to find inclusive topics and to use a combination
of teaching methods.
Osborne, Nancy Seale, and Cecelia Poon. "Serving
Diverse Library Populations through the Specialized Instructional Services
Concept." The Reference Librarian nos. 51/52
(1995): 285-294.
Osborne and Poon describe the
"Specialized Instructional Services" program at the State University of
New York College at Oswego, a "unique cultural diversity library
initiative" based on awareness that "specific populations requir[e]
services tailored to their information needs." They describe the history
and current directions of the program, some of its successful
initiatives, and future directions. Suggested strategies include
communicating with cultural diversity groups on campus; having personnel
dedicated to working with diverse populations; creating displays of
culturally diverse library materials; allowing students to create
displays for the library; encouraging students to recommend materials
purchases; hosting brown bag discussions for students; and developing a
culturally sensitive library staff. Includes references.
Simmons-Welburn, Janice. "Designing Effective
Instructional and Outreach Programs for Underrepresented Undergraduate
Students: The Iowa Approach." In Library User
Education: Powerful Learning, Powerful Partnerships, edited by Barbara
I. Dewey, 222-229. Lanham, MD: Scarecrow Press, 2001.
Simmons-Welburn describes her work with
the Upward Bound and Summer Research Opportunities programs at the
University of Iowa and provides strategies that other librarians can use
in working with these and other groups of underrepresented
students.
Wlodkowski, Raymond J., and Margery B. Ginsberg.
Diversity and Motivation: Culturally Responsive
Teaching. San Francisco: Jossey-Bass, 1995.
This book provides teachers and
trainers with practical help in working effectively with groups of
culturally diverse learners. The authors provide guidelines for revising
syllabi, developing assessment instruments, and creating action plans
for improved teaching.
Listservs
Diversity-L is a discussion forum
sponsored by the LAMA Diversity Officers Discussion Group, but non-members
can subscribe. To subscribe, send the following message to <listproc@ala.org> sub
diversity-L first name last name.
Allen, Walter R.,
et al., eds. African American Education: Race,
Community, Inequality and Achievement: A Tribute to Edgar G. Epps. New
York: Elsevier Science, 2002.
The editors have arranged these
research reports in four sections: (1) elementary and secondary school
experiences, (2) college experiences, (3) family and socialization
experiences, and (4) health, employment, and community experiences. Two
essays are of particular note for academic instruction librarians:
Reginald Clark’s "Ten Hypotheses about What Predicts Student Achievement
for African American Students and All Other Students: What the Research
Shows," (pp. 155-178) and Cheryl B. Leggon’s "Education for African
Americans in the Information Age" (pp. 213-228). Each essay includes
references. The volume has an extensive index.
Ball, Arnetha F. "Empowering Pedagogies that
Enhance the Learning of Multicultural Students." Teachers College Record 102, no. 6 (2000):
1006-1034.
This article analyzes the teaching
techniques of three African American teachers in community-based
organizations serving African American students. The teachers employ
pedagogy that empowers their students, encouraging them to broaden their
mental frameworks and conceive of alternative life possibilities. Ball
examines how the communication styles employed by these teachers can
resonate with African American students, fostering the growth of
critical thinking skills.
Dawson-Threat, Janice. "Enhancing In-Class
Academic Experiences for African American Men." In Helping African American Men Succeed in College,
edited by Michael J. Cuyjet, 31-41. San Francisco: Jossey-Bass, 1997.
This essay proposes an array of
classroom interventions that can assist instruction librarians in
furthering the cognitive growth and development of African American male
college students. The article provides a brief introduction to one of
the premier theories of racial identity and offers examples of classroom
activities to facilitate growth and development at various
stages.
Duhon, Gwendolyn M., and Tony J. Manson, eds. Implications for Teacher Education: Cross-Ethnic and
Cross-Racial Dynamics of Instruction. Lewiston, NY: Edwin Mellon
Press, 2000.
The editors express the hope that the
"reader will be able to abstract ideas���for creating a more culturally
conducive and positive" learning environment. Although the book focuses
on effective multicultural teaching strategies in general, it
specifically addresses African American students’ needs in two of eleven
chapters. Chapters include bulleted lists of suggestions for quick,
ready reference. Includes references. No index.
Durrani, Shiraz. "Black Communities and
Information Workers in Search of Social Justice." New Library World 100, no. 6 (1999): 265-279.
Although this article focuses on public
libraries, its author outlines problems that apply to academic library
settings. Durrani succinctly presents the thesis that racism is so
institutionally ingrained within the library profession in both England
and America that it compounds problems stemming from "powerless Black
LIS workers and their concentration in lower, non-decision making
positions [which] is linked to the lack of adequate service to Black
communities." The section on Black communities and their information
needs is of particular interest to instruction librarians. Includes a
lengthy bibliography.
Fauntroy, Sarah. Howard
University Library System: Afro-American Studies [online]. 19 December
2002 [cited 14 August 2003]. Available from World Wide Web: .
This is an extensive guide to African
American studies Web sites, which includes the following categories of
special note to instruction librarians: curriculum, education, and
research resources. An African American Studies Bibliographer at Howard
University developed this site.
Graybill, Susan W. "Questions of Race and Culture:
How They Relate to the Classroom for African American Students." Clearing House 70, no. 6 (July/August 1997):
311-319.
Graybill discusses the relationship
between teacher expectations and student performance, suggesting that
Caucasian teachers have lower expectations for African American students
that negatively impact academic achievement. Graybill offers suggestions
for ameliorating this problem, including hiring more African American
teachers, educating teachers about diverse learning styles, and
expanding knowledge of African American culture and history on the part
of Caucasian teachers. The article contains a review of the literature
and recommended readings in the area of instruction to African American
students.
Holmes, Barbara De Veaux. "Minority Student
Success: Librarians as Partners." College &
Research Libraries News 59, no. 7 (July/August 1998): 496-498.
This article focuses on the library
component of the African American Partnering Talent (APT) Summer
Academy, a program designed to improve the success of minority
first-year students and delivered through collaboration among various
academic units. Holmes describes the research skills class taught by
librarians and provides recommendations to librarians as they work with
first-year students and students of different cultural
backgrounds.
Howze, Philip C., and Dana E. Smith. "Library
Instruction as Independent Study: The Summer Enrichment Experiment at Iowa
State University." Reference Services Review
23, no. 4 (1995): 75-82.
This article describes a study
undertaken at Iowa State University during a summer enrichment program
offered to minority students before they matriculated. The study’s
objectives were to determine "the propensity to learn library use skills
independently" and the impact of culturally oriented assignments on
minority students undertaking independent study library instruction.
Preliminary findings indicate that culturally oriented assignments had a
positive impact on student success and that a teacher-student
relationship, rather than independent study, is more beneficial for this
population.
Jones, Lee, ed. Retaining
African Americans in Higher Education: Challenging Paradigms for Retaining
Students, Faculty, and Administrators. Sterling, VA: Stylus, 2001.
This book contains essays by sixteen
authors who offer practical recommendations along with research reviews.
The authors make recommendations to students, faculty, and
administrators working or studying with African American college
students. Topics range from ways of improving recruitment of African
American college students, graduate students, and faculty members to
methods and strategies for improving the institutional climate for
African American students at traditionally white institutions. Essays
recommend examining policies for racial or ethnic bias, hiring more
staff and faculty of color, promoting a climate welcoming of diversity,
and developing curricula that support cross-cultural communication and
learning. References and index included.
Neely, Teresa Y., ed. Culture Keepers III: Making Global Connections.
Westwood, MA: Faxon RoweCom Academic Services, 1999.
This 387-page book compiles the texts
of 49 papers presented at the 3rd National Conference of African
American Librarians. Several papers address diversity issues generally,
but the most helpful papers for instruction librarians are those found
in the section on "Making Global Connections in Academic Library
Services." These papers describe instructional outreach programs, Summer
Bridge Programs, life-long learning and African Americans, mentoring
programs, and strategies for making libraries more inviting to
multicultural students. Author and title indexing only.
Parsons, Eileen Carlton. "Culturalizing
Instruction: Creating a More Inclusive Context for Learning for African
American Students." The High School Journal
86, no. 4 (2003): 23-30.
Parsons briefly reviews the literature
and then provides a quick, easy-to-read discussion of how mainstream
instructional activities can be adapted to meet the needs of African
American students. The first sample lesson illustrates how mainstream
core values are reflected in underlying assumptions, lesson structure,
and choice of activities. The second example shows how the same lesson
can be adapted to reflect a culturally inclusive point-of-view and take
advantage of the strengths of African American students. Parsons
includes bullet-point explanations of A. Boykin’s 1983-1986 research,
which developed nine dimensions of the Black cultural ethos (BCE). Brief
bibliography and notes.
Ross, Marilyn J. Success
Factors of Young African-American Males at a Historically Black
College. Westport, CT: Bergin & Garvey, 1998.
Ross, Marilyn J. Success
Factors of Young African-American Women at a Historically Black
College. Westport, CT: Praeger Publishers, 2003.
Both volumes provide a review of the
literature, as well as a reference section, index, and appendix of
selected interview transcripts. The transcripts offer invaluable
insights for instructors into the mindsets of male and female African
American college students.
Travis, Tiffini. Information Competence for the Discipline of Black
Studies [online]. 5 March 2002 [cited 13 August 2003]. Available from
World Wide Web: .
Developed by three librarians at
California State University, Long Beach, this tutorial trains faculty to
incorporate principles of information literacy into Black Studies
curricula. The tutorial contains detailed sections focusing on finding,
evaluating and applying information, as well as concrete ideas for
course design and active learning. Includes an extensive list of print
and online resources.
Whitmire, Ethelene. "Racial Differences in the
Academic Library Experiences of Undergraduates." Journal of Academic Librarianship 25, no. 1
(January 1999): 33-37.
Whitmire compares library usage
patterns of African American and Caucasian students as measured by the
College Student Experiences Questionnaire (CSEQ). The article concludes
that African American students utilize library resources and services
more frequently than Caucasian students, a finding that supports the
development of library services and instruction targeted to meet the
needs of African American students.
Griggs, Shirley, and Rita Stafford Dunn. "Learning
Styles of Asian-American Adolescents." Emergency
Librarian 24 (1996): 8-13.
Although brief, this article provides a
helpful overview of the learning styles of different groups of Asian
Americans. It gives information on topics as diverse as environmental
preferences (lighting, sound levels) and psychological orientations
(group vs. individual work). The article offers insights into different
Asian American cultures and the implications they have for instruction.
Includes many annotated references.
Hendricks, Yoshi. "The Japanese as Library
Patrons." College & Research Libraries
News 52, no. 4 (1991): 221-225.
This article provides information on
the social characteristics and cultural differences that define Japanese
students in American universities. The article’s focus is narrow, but
the insights provided are helpful for a general understanding of this
group of students.
Keller, Shelley G. Harmony
in Diversity: Recommendations for Effective Library Service to Asian
Language Speakers. Sacramento, CA: California State Library, 1998.
While not specifically about academic
library instruction, this publication offers valuable information on
general library services to Asian Americans, including commonalities and
differences between (and within) Asian American cultures; tips on
communicating; and suggestions for conducting needs analyses. Brief
references.
Lin, Poping. "Library Instruction for Culturally
Diverse Populations: A Comparative Approach." Research Strategies 12, no. 3 (1994):
168-173.
Lin defines her topic by stating that
the "'[c]omparative approach' refers to an instructional method that
emphasizes the importance of comparing and attempting to integrate the
world views of diverse student populations." Lin uses the example of the
Chinese worldview, which she describes as more "holistic, organismic and
macroscopic" than the "specific mechanistic and microscopic" Western
worldview, to illustrate how these worldviews could be integrated in
library instruction.
Liu, Mengxiong, and Bernice Redfern.
"Information-Seeking Behavior of Multicultural Students: A Case Study at
San Jose State University." College & Research
Libraries 58 (1997): 348-354.
This article analyzes Asian American
students at one American university and discusses factors hindering
their interaction at the reference desk or during library instruction
sessions. Factors such as fear that their English is inferior and fear
of not understanding instructions are discussed. The authors draw
conclusions, but no specific library instruction applications are
offered. Includes references.
Lu, Cathy Anne. "Services for New American Users:
Indochinese Students’ Behavior in Using Academic Libraries." In Crossing the Divide: Proceedings of the Tenth
National Conference of the Association of College and Research
Libraries, edited by Hugh A. Thompson, 328-332. Chicago: Association
of College and Research Libraries, 2001.
One of the few studies currently
available focusing on Indochinese students, this article discusses how
those enrolled at San Jose State University and the University of
California at Berkley use academic libraries. Lu’s findings show that
the vast majority of students sampled (89%) did not attend instruction
workshops; rather, they preferred to learn library skills through
handouts. Suggesting that the format and fast pace of workshops may
overwhelm students, she recommends less intensive, less
information-packed sessions; more one-on-one consultation; and clear and
concise handouts. She also advocates student involvement in the
development of training plans.
Park, Clara C. "Learning Style Preferences of
Southeast Asian Students." Urban Education 35
(2000): 245-268.
Although this article focuses on high
school students, it provides a helpful description of the differences
between the experiences of Southeast Asian students (Cambodian, Hmong,
Lao, Vietnamese) and those of East Asian students (Chinese, Japanese).
The author does not discuss possible variations in students’ learning
styles and does not attempt to account for possible individual variation
within each group. She summarizes multiple studies on the learning
styles of Southeast Asian students and offers ideas for instructional
activities.
Park, Clara C., and Marilyn Mei-Ying Chi, eds. Asian-American Education: Prospects and
Challenges. Westport, CT: Bergin & Garvey, 1999.
Though not library-specific, the
fourteen essays in this collection furnish insights into instruction to
seven Asian American groups from linguistic and socio-cultural
perspectives. Two essays from each perspective are provided for all
groups. Apart from suggestions and strategies for teaching these
populations, the usefulness of this book to librarians lies in the
much-needed information it provides on three groups seldom represented
in library literature—Hmong American, Cambodian American, and Vietnamese
American.
Su, Julie Tao. "Library Services in an Asian
American Context." In Diversity and
Multiculturalism in Libraries, edited by Katherine Hoover Hill,
121-143. Greenwich, CT: JAI Press, 1994.
This article discusses general issues
relating to Asian Americans’ experiences in academic libraries and
offers ideas for meeting their particular needs (for example,
personalized library consultation services). The author does not offer
specific suggestions for library instruction sessions but includes many
references.
Yang, Eveline L. "Library Services to Ethnic
Populations: An Asian-American's Perspective." Colorado Libraries 21 (1995): 27-29.
This brief article notes the diversity
among various groups of Asian Americans and defines strategies for
providing library services to them. No specific library instruction
suggestions are given but some conclusions can be drawn from its
recommendations about other library services. Brief
references.
Adelman, Clifford. "Insult, But No Injury: You Are
Now a First-Generation College Student." Educational Record 74 (winter 1993): 53-54.
Adelman complains that no official
recognition exists for those who have attended college without obtaining
degrees. His parents were unable to finish college; nonetheless, their
college experiences enriched their home life immensely. He, therefore,
claims he is not a first-generation college student.
Bui, Khanh Van T. "First-Generation College
Students at a Four-Year University: Background Characteristics, Reasons
for Pursuing Higher Education, and First-Year Experiences." College Student Journal 36, no. 1 (March 2002):
3-11.
This article describes a study at the
University of California, Los Angeles that examined the backgrounds of
first-generation college students, their reasons for pursuing higher
education, and their first year experiences. First-generation students
were surveyed, and their responses were compared to those of students
whose parents had at least a bachelor’s degree or some college
experience but no degree. The article discusses ways in which
first-generation college students’ responses differ and ways in which
they are similar to non-first-generation students.
First Generation College
Students [online]. Los Angeles: ERIC Clearinghouse for Community
Colleges, 10 Aug. 1999 [cited 12 September 2003]. Available from World
Wide Web: .
The ERIC Clearinghouse for Community
Colleges compiled a bibliography of journal articles and ERIC documents
on the topic of first-generation college students. This bibliography,
last updated in October 2001, includes citations and abstracts for each
source and covers subjects including minority, working class, and adult
first-generation college students.
Hayes, Laurie L. "Support from Family and
Institution Crucial to Success of First-Generation College Students"
[online]. Counseling Today 40, no.2 (1997)
[cited 23 February 2000]. Available from World Wide Web: .
The author briefly reviews the profile
of the first-generation college student as indicated by current
research. She then discusses three processes that can contribute to
student success: student support programs, parent education programs,
and mentoring experiences.
Hsiao, Karen Petersen. First Generation College Students [online]. Los
Angeles: ERIC Clearinghouse for Junior Colleges, 1992 [cited 1 March
2001]. Available from World Wide Web: .
In this brief article, the author
consolidates information from other articles to provide an overview of
the challenges facing first-generation college students. It then gives
several strategies for parental and university-provided support. Brief
reference list.
Inman, W. Elliott, and Larry Mayes. "The
Importance of Being First: Unique Characteristics of First-Generation
Community College Students." Community College
Review 26, no. 4 (spring 1999): 3-18.
The authors review the results of
several studies, both small and large scale, and conclude that students
who are the first in their immediate family to go to college are indeed
different from those whose parents attended college. They discuss these
differences within the frameworks of academic, economic and
psychological preparedness. Includes references.
London, Howard B. "Transformations: Cultural
Challenges Faced by First-Generation Students." New Directions for Community Colleges no. 80
(winter 1992): 5-11.
This article discusses some of the
cultural challenges first-generation students deal with as they make the
transition to "college culture." Attending college often reflects a move
toward social mobility. As this occurs, students face difficulties in
redefining both their relationships and their self-identity. Includes
references.
McConnell, Penny J. "What Community Colleges
Should Do to Assist First-Generation Students." Community College Review 28, no. 3 (winter 2000):
75-87.
In this article, the author examines
the literature relating to first-generation college students at both
four-year and two-year institutions. She then addresses these four
questions: How is a first-generation student defined? Do
first-generation students differ from their peers prior to college
enrollment? Do first-generation students differ from their peers after
enrollment? What should colleges do to help first-generation students?
In conclusion, she discusses various recommendations for increasing
student success and makes suggestions for further research.
McGregor, Loretta, et al. "Selected Personality
Characteristics of First-Generation College Students." College Student Journal 25, no. 2 (1991):
231-234.
The Self-Perception Profile for College
Students, the Texas Social Behavior Inventory, and the short form of the
Taylor Manifest Anxiety Scale were administered to 211 first-generation
college students and 235 students whose parents had attended college.
This article briefly discusses the results of the surveys, indicating
differences between the two groups. Includes references.
Merullo, Robert. "The Challenge of
First-Generation College Students." Chronicle of
Higher Education, 14 June 2002, B10.
Merullo discusses the difficulties
first-generation college students face during their first year of higher
education because their backgrounds give them little social preparation
for the experience/environment.
Mitchell, Kevin. "Making the Grade: Help and Hope
for the First-Generation College Student." ERIC
Review 5, no. 3 (fall 1997): 13-15.
In this brief article, the author
presents an overview of problems first-generation college students often
encounter, focusing on the issues confronting students as they "straddle
two cultures"—the culture of home and the culture of higher education.
Several strategies are presented for colleges to assist students in
their pursuit of degrees.
Padron, Eduardo J. "The Challenge of
First-Generation Students: A Miami-Dade Perspective." New Directions for Community Colleges no. 80
(winter 1992): 71-80.
A large percentage of students
attending Miami-Dade Community College are the first in their families
to attend college. This article describes some of their unique
characteristics and gives an overview of the support services designed
to help them attain academic and career goals.
Terenzini, Patrick T., et al. "First-Generation
College Students: Characteristics, Experiences, and Cognitive
Development." Research in Higher Education 37,
no. 1 (1996): 1-21.
This article reports and evaluates the
results of a large-scale study of 2,685 students (825 first-generation
and 1,860 traditional students) who entered 23 different institutions in
the fall of 1992. The study sought to answer several key questions about
differences between first-generation students and traditional ones.
Overall, the results show that first-generation students do have
characteristics and experiences that make them a group "at risk."
Includes references.
Tyckoson, David A. "Library Service for the
First-Generation College Student." In Teaching the
New Library to Today’s Users: Reaching International, Minority, Senior
Citizens, Gay/Lesbian, First Generation, At-Risk, Graduate and Returning
Students, and Distance Learners, edited by Trudi E. Jacobson and
Helene C. Williams, 89-105. New York: Neal-Schuman, 2000.
Tyckoson describes the characteristics
of first-generation college students and trends in their enrollment in
higher education, as well as retention, class, culture, and family
issues characteristic of their experiences. Libraries can better serve
first-generation students by identifying them, scheduling instruction
sessions for evenings and weekends, creating library assignments that do
not presume a common "collegiate" experience, providing family-friendly
settings, offering personalized research services, encouraging peer
mentoring, and becoming part of campus first-year experience
courses.
Alford-Keating, Pat. "UCLA Offers Gay, Lesbian, Bi
and Transgender Mentoring Program." Lesbian
News 23, no. 8 (March 1998): 16-17.
Alford-Keating describes a mentoring
program for first-year, transgender students at UCLA that has been
successful in providing students with an environment where they can feel
secure and safe. Since 1993 the program has worked with UCLA students in
realizing their own successful comings-out.
Evans, Nancy J. "Creating a Positive Learning
Environment for Gay, Lesbian, and Bisexual Students." New Directions for Teaching and Learning no. 82
(summer 2000): 81-87.
Beginning with a professor’s
questioning of the relationship between sexual orientation and the
chemistry classroom, this article discusses D’Augelli’s model of gay,
lesbian, and bisexual identity development. It presents a four-part
continuum of classroom experiences and explores how these classroom
models influence the development of sexual orientation identity. Evans
encourages faculty members to move away from the negative effects of
marginalization and toward the positive effects of centralization, so
that learning can "occur unimpeded" by "the developmental processes
involved in establishing one’s sexual orientation."
Gay, Lesbian, and Straight
Educators' Network [online].No date. [Cited on 30 August 2003].
Available from World Wide Web: .
This Web site is dedicated to creating
safe schools for lesbian, gay, bisexual and transgender students. The
"resource center" includes articles about school and classroom practices
and would be most helpful to librarians."Booklink" includes
reviews of books on GLBT topics, as well as links to sites where these
books can be purchased.
Hill, Robert J., et al. In
the Shadow of the Arch: Safety and Acceptance of Lesbian, Gay, Bisexual,
Transgender and Queer Students at the University of Georgia. Athens,
GA: University of Georgia, 2002. ERIC, ED 464539.
This study of students from the
University of Georgia reveals the University’s inability to fulfill its
mission statement for LGBTQ students. Students queried reported various
incidents of prejudice and harassment, as well as feelings that the
community was unsafe and the University unsupportive. The study
recommends actions to improve the campus climate for LGBTQ students.
Appendices list institutions conducting similar studies, the
University’s sexual orientation nondiscrimination policy, and the
questionnaire. References included.
Lopez, Gilda, and Nancy Chism. "Classroom Concerns
of Gay and Lesbian Students: The Invisible Minority." College Teaching 41, no. 3 (summer 1993):
97-103.
This study of sixteen students at The
Ohio State University (Columbus, OH) provides primarily anecdotal
evidence about the classroom concerns of gay and lesbian students. The
findings are, nevertheless, illuminating. Four main aspects of students’
classroom experiences are explored, findings are highlighted, and ten
specific recommendations for classroom instructors are made.
Lugg, Catherine A. "Sissies, Faggots, Lezzies, and
Dykes: Gender, Sexual Orientation, and a New Politics of Education?" Educational Administration Quarterly 39, no. 1
(February 2003): 95-134.
Although the target audience for this
article is K-12 school administrators, it reveals institutional
ambivalences and artificial dichotomies surrounding gender, sex, and
sexual orientation in ways that are also helpful for librarians. Lugg
describes homophobia, heteronormativity, and gender bias as "part of the
deep structures of public schooling" and examines the theoretical bases
of current institutional climates through the lens of Queer Legal
Theory. References included.
McDowell, Sara. "Library Instruction for Lesbian,
Gay, Bisexual, and Transgendered College Students." In Teaching the New Library to Today’s Users: Reaching
International, Minority, Senior Citizens, Gay/Lesbian, First Generation,
At-Risk, Graduate and Returning Students, and Distance Learners,
edited by Trudi E. Jacobson and Helene C. Williams, 71-86. New York:
Neal-Schuman, 2000.
This chapter describes the campus
environment for LGBT students and discusses academic libraries’ services
to LGBT students. It begins with collection building to meet LGBT needs
and then moves to library instruction. Instructional strategies include
displays, bibliographies and pathfinders, and workshops. References
included.
Renn, Kristen A. "Including All Voices in the
Classroom." College Teaching 48, no. 4 (fall
2000): 129-135.
Discussing the "intersection of
learning theory and LGB [lesbian, bisexual, and gay] students’ lives,"
this article begins with documentation of the intimidation, harassment,
and violence that LGB students often experience on college campuses. It
goes on to demonstrate how faculty’s support for all students’
involvement, emotion, motivation, and construction of meaning can effect
real, positive change for LGB students. Renn concludes with specific
recommendations on "What Teachers Can Do." References
included.
Sanlo, Ronni L., ed. Working with Lesbian, Gay, Bisexual, and Transgender
College Students: A Handbook for Faculty and Administrators. Westport,
CT: Greenwood Press, 1998.
This comprehensive handbook includes
subjects such as LGBT issues in health, athletics, career planning and
advising, and administration. Of particular interest are essays on
faculty-student interaction and the development of LGBT sexual
identities. Most of the essays, although brief, provide models or best
practice scenarios. References included.
Steven, Joyce. "Lesbian, Gay, and Bisexual Library
Service: A Review of the Literature." Public
Libraries 39, no. 5 (2000): 270-279.
A review of relevant library literature
suggests that public library service to lesbian, gay, and bisexual
people is poor. Steven offers ten suggestions for improving library
services to these groups and discusses user studies; access, including
classification and cataloging; library holdings; and social
responsibility versus professional neutrality. Contains 72
references.
Alire, Camila, and Orlando Archibeque. Serving Latino Communities: A How-to-Do-It Manual for
Librarians. New York: Neal-Schuman, 1998.
This large and practical volume
addresses key issues in working with Hispanics, including cultural
traits and needs assessments. It includes many helpful resources (e.g.,
the 1988 ALA Guidelines for Library Services to
Hispanics, important library terms in Spanish, etc.). Although it
does not include any discussion or suggestions regarding instruction at
the academic level, library instructors can learn much about working
with Hispanic populations from it. References are public library
oriented.
Dame, Melvina Azar. "Teaching Library Skills and
Content to Linguistically Diverse Students: The Role of Advance Organizers
and Visual Resources." MultiCultural Review 4,
no. 4 (1995): 40-44.
Written by the author of Serving Linguistically and Culturally Diverse
Students: Strategies for the School Librarian, this article gives
concrete suggestions for using advance organizers and visual resources
with students to "activate relevant background knowledge to enhance
classroom content learning." Although written for school library media
specialists, Dame’s suggestions have applicability to college and
university instruction programs. See also her chapter "Library Literacy
Activities that Teach and Reinforce Language," in Serving Linguistically and Culturally Diverse
Students: Strategies for the School Library Media Specialist (New
York: Neal-Schuman, 1992), for more on these topics, as well as
discussion of modeling, role play, and total physical response
activities in teaching.
Gilton, Donna L. "A World of Difference: Preparing
for Information Literacy Instruction for Diverse Groups." MultiCultural Review 3, no. 3 (1994): 54-62.
This article discusses library anxiety
among "minority" students as a form of culture shock. It provides nine
points to consider when preparing library instruction for non-Caucasian
students and focuses specifically on the implications of field-dependent
learning styles for Hispanic males and females.
Griggs, Shirley, and Rita Stafford Dunn.
"Hispanic-American Students and Learning Style." Emergency Librarian 23 (November/December 1995):
11-16.
Griggs and Dunn discuss the learning
styles of Hispanics and provide information on everything from
environmental preferences (lighting, sound levels) to psychological
orientations (group vs. individual work). The article offers cultural
insights into Hispanic groups and discusses their implications for
instruction. Includes many annotated references.
Güereña, Salvador, ed. Library Services to Latinos: An Anthology.
Jefferson, NC: McFarland & Company, 2000.
This anthology includes several
chapters relevant to college and university instruction librarians.
"Cross-Cultural Communication: Identifying Barriers to Information
Retrieval with Culturally and Linguistically Different Library Patrons"
describes cross-cultural communication issues and verbal and nonverbal
communication barriers to information retrieval primarily as they relate
to reference transactions. The discussion can easily be applied to
information seeking within instructional contexts. "Serving the Hispanic
Student in the Community College Library" discusses efforts—including
library instruction activities—to meet the needs of Hispanic students at
El Paso Community College, Rio Hondo Community College, and Saddleback
College.
Laskin, Miriam. "Bilingual Information Literacy
and Academic Readiness: Reading, Writing, and Retention." Academic Exchange Quarterly 6, no. 4 (winter
2002): 41-46.
Laskin identifies "common ground
between academic and information literacies, which serves as a
foundation for building skills" needed by English as a Second Language,
Spanish-dominant students. She describes the experiences of Hostos
Community College, City University of New York, in providing instruction
that draws upon this "common ground." Hostos’s mission is to be
bilingual and to develop critical thinking skills. Librarians began by
working with the first-year orientation program. Laskin gives an
overview of Hostos’s information literacy program as it has developed
from there.
Mestre, Lori S. "Designing Internet Instruction
for Latinos." Internet Reference Services
Quarterly 2, no. 4 (1997): 185-199.
A solid overview of general Hispanic
learning styles and orientations toward computers, this article
addresses how Hispanics’ experiences with technology may differ from
those of other students. The article also focuses on Hispanics as
field-dependent learners and assessment of Hispanic students. It
includes nine specific tips for working with Hispanic
students.
Moll, Luis C., and Stephen Diaz. "A Socio-Cultural
Approach to the Study of Hispanic Children." In Library Services for Hispanic Children: A Guide,
edited by Adela Artola Allen, 12-26. Phoenix, AZ: Oryx Press, 1987.
Although an older resource, this
article provides a classic theoretical discussion of the cognitive
styles approach to Hispanic learning styles, some practical strategies
for teaching Mexican American students, and a cautionary reminder of the
intra-cultural diversity within the Hispanic community. Traditional
Hispanic culture is very "tight" in its social organization, with
expectations of social conformity, and many Hispanic students are thus
strongly field dependent learners. Field dependency decreases as
Hispanic Americans move away from traditional values, but Hispanics
seldom ever become as field independent as Caucasian and Asian males.
Strategies for teaching Mexican American students, in particular,
include use of social and community issues as examples, focusing on the
content of communications in any language (English or Spanish), and
emphasizing the goals of coursework to students.
Perez, Derrie. "The Support Role of Community
College Library/Learning Resources Programs in Academic Success." In Library Services to Youth of Hispanic Heritage,
edited by Barbara Imroth and Kathleen de la Peña MCCook, 59-66. Jefferson,
NC: McFarland & Company, 2000.
In addition to providing an overview of
the high dropout rate among Hispanic students in higher education, this
article highlights a range of library instructional services that can
contribute to academic success among Hispanic students. These include
pre-college summer programs, library instruction to students of a
foreign language institute or English as a Second Language Program,
orientation programs and tours, and peer information counseling. A two
page table listing what Hispanic students need to increase their chances
of academic success along with library activities associated with
students’ academic success is especially helpful. Library Services to Youth of Hispanic Heritage
also includes a chapter on "Implementing New Services" that would be
helpful to libraries considering new instructional services for this
population.
Sanchez, Irene M. "Motivating and Maximizing
Learning in Minority Classrooms." New Directions
for Community Colleges no. 28 (2000): 35-44.
In this article Sanchez suggests that
the learning styles of minority students, namely Hispanic and Native
American students, have been largely ignored in the classroom. Sanchez
offers a summary of learning styles and suggests ways in which learning
styles can be used in course design to motivate student success. Sanchez
also suggests that because educators of minority students often have low
expectations, minority students suffer the consequences of low
achievement and high dropout rates. Note: This article is also listed in
the Native American section of this bibliography.
Slate, John R., Margaret Manuel, and Kenneth H.
Brinson. "The ‘Digital Divide’: Hispanic College Students’ Views of
Educational Uses of the Internet." Assessment and
Evaluation in Higher Education 27, no. 1 (2002): 75-93.
This survey of 226 first-year students
of Hispanic ethnicity at a doctoral-intensive institution in the U.S.
Southwest presents attitudes toward educational uses of the Internet and
personal uses of technology. It has definite implications for library
instruction—especially hands-on training involving computerized
searching. Significant differences were found between males and females,
as well as between students whose primary home language was English and
those whose primary home language was Spanish. No differences were
found, however, between first-generation and non-first-generation
college students.
Tanno, Dolores Valencia. "When Education, Media,
and Technology Converge, What Do Latino/a Students Gain?" Journal of Latinos and Education 2 (2003):
39-46.
Tanno claims that the convergence of
technology exacerbates the problem of low retention rates in higher
education for Hispanic students. She also reviews studies on Hispanic
students and suggests that further research is needed.
Anderson, Anne. ESL
Library Assignments and Resources for ESL Students [online]. 20
February 2001 [cited 18 August 2003]. Available from World Wide Web: .
The Web site, developed at Northern
Virginia Community College, contains sample English as a Second Language
assignments, as well as the handouts and exercises used by librarians in
library instruction sessions for ESL students. Librarians can easily
adapt the exercises on this site in preparing instructional sessions for
ESL students.
Badke, William. "International Students:
Information Literacy or Academic Literacy?" Academic Exchange Quarterly 6, no. 4 (winter
2002): 60-66.
Badke questions what he describes as
the "common assumption that international students, as their English
improves, can be made information literate using the same methods we
undertake with our own students." He emphasizes the necessity of leading
international students to information literacy through academic
literacy. After addressing the common struggles of international
students in finding and using information, he sketches the structure of
Western academic culture, with particular emphasis on research and
writing. He ends with five requirements for an instructional program
developed from this model. References a Web site
(http://www.acts.twu.ca/lbr/research_essays.htm)
Badke has developed to introduce international students to "Writing
Research Essays in North American Academic Institutions."
Baron, Sara, and Alexia Strout-Dapaz.
"Communicating with and Empowering International Students with a Library
Skills Set." Reference Services Review 29, no.
4 (2001): 314-326.
This article discusses the results of a
survey sent to librarians and staff of international student offices in
universities in a Texas library consortium. Based on their findings, the
authors issue a call for standardized pedagogical methods that will
address students’ needs and equip them with a "solid library skills
set." They develop a sample skills set derived from the ACRL Information Literacy Competency Standards
and compile a list of pedagogical suggestions from works published
between 1993 and 2000.
Boers, Greta G. Anderson. "Designing a Library
Instruction Program for International Students." Georgia Librarian 31 (winter 1994): 92-95.
This article describes ideas gathered
from past publications and offers nine practical suggestions for
librarians working with international students. Recommendations include
using more handouts and glossaries as well as other general suggestions
like "avoiding baby talk."
Conteh-Morgan, Miriam. "Connecting the Dots:
Limited English Proficiency, Second Language Learning Theories, and
Information Literacy Instruction." Journal of
Academic Librarianship 28, no. 4 (July/August 2002): 191-196.
The basic premise of this article is
that second-language learning theories and the teaching practices they
inspire should inform library instruction so that effective learning
outcomes are realized. The article gives examples of two theories and
describes how librarians can use them to develop an instructional model
that is learner-centered and outcomes-based. A checklist for course
preparation is also included.
__________. "Empowering ESL Students: A New Model
for Information Literacy Instruction." Research
Strategies 18, no. 1 (2001): 29-38.
The model described in this article
takes a different approach to collaboration between the librarian and
English as a Second Language (ESL) instructor. The model calls for
librarians and instructors to work together to develop a library
instruction course in which library instruction and ESL objectives and
concepts are matched. The course should also be integrated into the ESL
curriculum and taught almost entirely by that instructor. Some stated
benefits for using this approach include opportunities for more
sustained learning and the advantages of the learner-centered,
low-anxiety environment of the ESL classroom. Sample lesson plans are
provided in the appendix.
__________. "Journey with New Maps: Adjusting
Mental Models and Rethinking Instruction to Language Minority Students."
In Learning to Make a Difference: Proceedings of
the Eleventh National Conference of the Association of College and
Research Libraries, April 10-13, 2003, Charlotte, North Carolina,
edited by Hugh Thompson, 257-266. Chicago: Association of College and
Research Libraries, 2003.
This article explores the ways in which
librarians’ understanding of international students can influence the
library services offered to such students. Although librarians may
associate language and technology barriers with international students,
these associations may not accurately reflect the demographics of
today’s international students.
DiMartino, Diane, and Lucinda Zoe. "International
Students and the Library: New Tools, New Users, and New Instruction." In
Teaching the New Library to Today’s Users:
Reaching International, Minority, Senior Citizens, Gay/Lesbian,
First-Generation, At-Risk, Graduate and Returning Students and Distance
Learners, edited by Trudi Jacobson and Helen Williams, 17-43. New
York: Neal-Schuman, 2000.
This chapter offers an excellent
overview of issues pertinent to library instruction to international
students. Topics discussed include the learning styles of international
students, language issues and their implications, the challenges
students face in using library services and tools, and instructional
models and approaches. The authors provide a seven-point recommendation
for developing successful library instruction programs.
Garcha, Rajinder, and Patricia Yates Russell.
"Bibliographic Instruction for International Students in Academic
Libraries." Library Review 42, no. 6 (1993):
14-22.
The authors present the results of a
survey of 63 international students conducted at the American Language
Institute at the University of Toledo. The objective of the
needs-analysis survey was to determine how to effectively design a
library instruction program for this particular multicultural group.
Useful recommendations are provided based on the results of the
survey.
Helms, Cynthia Mae. "Reaching Out to the
International Students through Bibliographic Instruction." The Reference Librarian nos. 51/52 (1995):
295-307.
This article describes the steps taken
by one small private university toward designing library instruction
workshops for international students. It presents ideas for planning and
implementation that worked in this setting. Some of these ideas can be
applied to other student populations.
Jiao, Qun G., and Anthony J. Onwuebguzie. "Sources
of Library Anxiety among International Students." Urban Library Journal 11, no. 1 (fall 2001):
16-27.
As one of the few studies that
currently exist on library anxiety among international students, the
findings of this study of 125 undergraduates have useful implications
for library instruction. Using five dimensions of library anxiety
developed in earlier studies, the authors found that mechanical and
affective barriers were the two greatest sources of anxiety for
international students. Knowledge about the library, often cited as a
major barrier in the literature, engenders the least anxiety.
Kamhi-Stein, Lia D., and Alan Paul Stein.
"Teaching Information Competency as a Third Language: A New Model for
Library Instruction." Reference and User Services
Quarterly 38, no. 2 (1998): 173-179.
The article describes a model of
library instruction at an urban university in California that integrates
the collaborative efforts of teaching faculty, librarians, and teachers
of English as a Second Language. The model’s six principles are grounded
in second-language teaching theories, educational research, and library
instructional practices. The article details how these principles were
concretely applied in content-area courses and discusses the impact of
the model on student learning outcomes.
Kumar, Suhasini, and Raghini Suresh. "Strategies
for Providing Effective Services to International Adult Learners." The Reference Librarian nos. 69/70 (2000):
327-336.
Although focused on providing reference
service to international students, this article gives a helpful
introduction to international students’ experiences of American higher
education. It is also unique in emphasizing international students as
adult learners. After documenting the increase in international
students, it reviews key literature on international students, discusses
the librarian’s role in serving international students, and describes
the obstacles and problems that international students encounter.
Creation of an "international students library liaison" position is one
of the concrete recommendations made by this article. Focused on
"Asia/Pacific area students who have to deal with marked differences in
the educational and library systems and with significant language
issues."
Liestman, Daniel. "Implementing Library
Instruction for International Students." PNLA
Quarterly 56 (winter 1992): 11-14.
This article identifies instructional
goals and objectives and suggests options for creating specialized
library instruction for international students. The list of clearly
defined do's and don'ts of library instruction for international
students provides valuable information for planning successful library
instruction programs.
__________. "Reference Services and the
International Adult Learner." The Reference
Librarian nos. 69/70 (2000): 363-378.
Although focused on reference services
and international students, this article does include a section on
"Instructing International Adult Learners to Become Information
Literate." Liestman emphasizes that international students "prefer to
receive instruction at both point of need and point of use rather than
commit additional time to an extra class on the library."
Librarian-instructors should provide brief, relevant instruction, being
careful not to "overload" students; they should "acknowledge and affirm
the rich experiential knowledge international learners bring with them;"
and they should address affective issues such as stress and anxiety.
Pre-tests can improve international students’ readiness to learn by
helping them "realize the practical application of user
education."
Liestman, Daniel, and Connie Wu. "Library
Orientation for International Students in Their Native Language." Research Strategies 8 (fall 1990): 191-196.
Liestman and Wu describe an initiative
at Rutgers University that provided library orientations in English,
Chinese, and Korean for international students. "Pre- and post-tests
administered to international students taking part in the orientations
indicated that native-language instruction is an effective means of
introducing new students to U.S. libraries." In fact, students who
attended orientations presented in the English language showed only
"modest improvement" in their post-test scores, while those who attended
sessions in their native language "showed a dramatic increase in their
scores." Although an older article, it is one of the few recommending
native-language library instruction for international
students.
Liu, Mengxiong. "Ethnicity and Information
Seeking." The Reference Librarian nos. 49/50
(1995): 123-134.
This article summarizes the
information-seeking behavior of students from various ethnic
backgrounds. Liu gives examples of effective communication strategies,
as well as suggestions for special library instruction, training and
outreach.
Liu, Ziming. "Difficulties and Characteristics of
Students from Developing Countries in Using American Libraries." College and Research Libraries 54 (1993):
25-31.
This study examines the difficulties
faced by students from developing countries in using American libraries.
Problems include a lack of proficiency in the English language, poor
understanding of American libraries’ classification systems and subject
headings, and the concept of open stacks. Recommendations are offered
for overcoming these problems and improving services to international
students.
Moeckel, Nancy, and Jenny Presnell. "A Companion
Bibliography to: Recognizing, Understanding, and Responding: A Program
Model of Library Instruction Services for International Students." The Reference Librarian nos. 51/52 (1995):
327-353.
This comprehensive bibliography focuses
on library instruction to international students and accompanies the
author's article in the same volume. The references are grouped under
three categories 1) model library instruction programs, 2) cultural
attributes of international students, and 3) interpersonal communication
issues.
__________. "Recognizing, Understanding, and
Responding: A Program Model of Library Instruction Services for
International Students." The Reference
Librarian no. 51/52 (1995): 309-325.
This paper is a result of a survey
conducted to determine the state of Ohio's library instruction programs
for international students. Although no statistical data are reported,
the ideas and suggestions offered for a program model are based on the
comments gathered from the survey, as well as from the extant
literature.
Natowitz, Allen. "International Students in U.S.
Academic Libraries: Recent Concerns and Trends." Research Strategies 13 (winter 1995): 4-16.
This article is a content analysis of
18 articles written between 1985-1993 about international students’ use
of U.S. academic libraries. It identifies issues and concerns that
impact international students and proposes solutions to these problems.
Recommendations are made for further research on the needs of this
diverse group of students.
Sarkodie-Mensah, Kwasi. "The International Student
in the U.S. Academic Library: Building Bridges to Better Bibliographic
Instruction." In Diversity and Multiculturalism in
Libraries, edited by Katherine Hoover Hill, 105-120. Greenwich, CT:
JAI Press, 1994.
This book chapter, based on a survey
Sarkodie-Mensah conducted, provides an overview of issues concerning
library instruction to international students. Ideas are provided for
improving services, staff training, instruction, communication, and
integrating library instruction with English as a Second Language
programs.
__________. "The International Student on Campus:
History, Trends, Visa Classification, and Adjustment Issues." In Teaching the New Library to Today’s Users: Reaching
International, Minority, Senior Citizens, Gay/Lesbian, First Generation,
At-Risk, Graduate and Returning Students, and Distance Learners,
edited by Trudi E. Jacobson and Helene C. Williams, 3-16. New York:
Neal-Schuman, 2000.
After documenting the increasing
numbers of international students in the U.S. between 1784 and the
present, this article provides additional background information on the
number of international students from particular regions of the world,
popular areas of study for international students, the gender of
international students, and common sources of funding for international
students. The section about visas for foreign students is especially
helpful. In terms of library instruction, it discusses language issues,
acculturation to American classrooms, serving as graduate or teaching
assistants, culture shock, and stress.
Spanfilter, Deborah L. "Teaching Library Skills to
International Students." Community and Junior
College Libraries 7, no. 2 (1991): 69-76.
Spanfilter describes a bilingual
instruction program designed for international students. She includes
samples of exercises in French, Spanish and English.
Watkins, Nan. "A Case in Point: Individual Library
Instruction for International Students." North
Carolina Libraries 54 (summer 1996): 76-79.
This article offers general and
practical suggestions to help Iinternational students through library
instruction classes. It also provides suggestions for library
orientation sessions.
Listservs
The ESLCC listserv serves the English as a Second
Language in Community Colleges group. To subscribe, send the following
message to : subscribe ESLCC. NETEACH-L focuses on "Using the Internet in the ESL/EFL Classroom." To
subscribe, send the following message to
: subscribe NETEACH-L first name last
name.
The NIFL-ESL listserv is affiliated with the
National Center for ESL Literacy Education. To subscribe, send the
following message to : subscribe
nifl-esl first name last name.
TESL-L is the Teachers of English as a Second
Language list. To subscribe, send the following message to
: sub TESL-L first name last name. An
archive of TESL-L postings can be viewed at
.
Arizona State University, College of Education. Center for Indian Education [online]. 9 May 2003
[cited 20 September 2003]. Available from World Wide Web: .
The Center for Indian Education
describes several model programs for teaching Native American students,
as well as links to sites on the training of Native American teachers.
Librarians will find its link to the online Journal of American Indian Education, published
since 1961, and its list of dissertations on teaching Native American
students most helpful. The site also includes links to other Web
resources on Native American education and the Wassaja listserv, which
focuses on Arizona tribal communities.
Carney, Cary Michael. Native American Higher Education in the United
States. New Brunswick, NJ: Transaction Publishers, 1999.
A study of the historical development
of higher education for Native Americans, this work surveys the Colonial
Period to the late 20th Century. It is an excellent resource for those
interested in historical perspective and background on Native American
education.
Grant, Agnes, and Lavina Gillespie. Joining the Circle: A Practitioner's Guide to
Responsive Education for Native Students. Charleston, WV: ERIC
Clearinghouse on Rural Education and Small Schools, 1993. ERIC, ED
360117.
This report describes prevailing
stereotypes about Native American culture and looks at research aimed at
countering such misconceptions. The effects of media portrayals,
curriculum bias and systematic racism on Native American students are
examined. The report suggests ways to incorporate Native American
cultural values and beliefs into instruction, stresses recruitment of
Native American teachers, and illustrates ways in which all teachers can
be more responsive to Native American students' needs. Includes an
annotated bibliography.
Hammer, Patricia Cahape, and Heather Beasley. Native Education Directory: Organizations and
Resources for Educators of Native Americans. Charleston, WV: ERIC
Clearinghouse on Rural Education and Small Schools, 1997. ERIC,
ED401079.
This directory lists over 400
organizations and resources related to Native American peoples,
including those in the United States of America and other nations. It
includes contact information for international and national associations
and organizations; U.S. government education agencies; publishers and
periodicals; governmental and non-governmental organizations by state;
and programs at colleges and universities offering Native studies,
Native language instruction, supportive services, or scholarships for
Native students. This resource is potentially useful for library
instructors interested in locating educational partners or assistance in
gathering information.
Lindsey, Martha Ann. A
Constructivist Study of Developing Curriculum to Teach Internet
Information Literacy to Navajo High School Students [online]. Master’s
thesis: Prescott College, 2000 [cited 15 September 2003]. Available from
World Wide Web: .
Lindsey, who for three years was a
librarian at Red Mesa High School, reports results of a year-long
(1999-2000) study examining the development of a curriculum for teaching
Internet information literacy to Navajo/Diné high school students.
Lessons were constructed through observation of student responses and
formal discussions with teachers over the course of the project. The
three phases of the study focused on (1) identification of effective
content and delivery modalities, (2) implementing the findings of phase
1, and (3) administering a student self-assessment. Lindsey establishes
eight principles for teaching Navajo students. For additional resources
that Lindsey developed in support of this project, see also: http://swehsc.pharmacy.arizona.edu/coep/user_study/Lindsey/Abstract.htm,
http://swehsc.pharmacy.arizona.edu/coep/user_study/Lindsey/IRT.htm,
and http://swehsc.pharmacy.arizona.edu/coep/user_study/Lindsey/8_Lessons.htm.
NativeWeb [online].
2003 [cited 15 September 2003]. Available from World Wide Web: .
This comprehensive site is a portal to
thousands of resources about "indigenous cultures around the World."
Under Resources on Education, there is a list of links to teaching
resources.These links include resources for teaching about Native
American culture, as well as resources for teaching Native Americans in
the classroom.
Reyhner, Jon, ed. Teaching
American Indian Students. Norman, OK: University of Oklahoma,
1992.
This anthology addresses five areas:
multicultural education; instruction, curriculum, and community;
language development; reading and literature; and teaching in the
content areas. Of particular interest to librarians are the chapters on
multicultural education and instruction.
Rothlisberg, Allen P. Meeting the Competitive Challenge: Encouraging the
Use of Community College Library Facilities in Rural, Isolated,
Northeastern Arizona. Holbrook, AZ: Northland Pioneer College, 1992.
ERIC, ED 349971.
This paper describes various approaches
to improving library services at Northland Pioneer College, a community
college in rural Arizona that operates ten learning resource centers in
Navaho and Apache counties. Effective methods of providing instruction
include class tours of learning resource centers; a one-credit class on
research paper writing; and guest lecturers. Motivational incentives,
such as free food and video rental, are also discussed.
Sanchez, Irene M. "Motivating and Maximizing
Learning in Minority Classrooms." New Directions
for Community Colleges no. 28 (2000): 35-44.
In this article, Sanchez suggests that
the learning styles of minority students, namely Hispanic and Native
American students, have been largely ignored in the classroom. Sanchez
offers a summary of learning styles and suggests ways in which these can
be used to inform course design, to motivate and encourage student
success. Sanchez also suggests that because educators of minority
students often have low expectations, minority students suffer the
consequences of low achievement and high dropout rates. NOTE: This
article is also listed in the Hispanic section of this
bibliography.
Swisher, Karen Gayton, and John Tippeconnic. Research to Support Improved Practice in Indian
Education. Charleston, WV: ERIC Clearinghouse on Rural Education and
Small Schools, 1999. ERIC, ED 427915.
This paper stresses the need for
research on Native American education and suggests areas for further
study, including the relationship between Native American students and
teachers; collaborative efforts between K-12 and higher education;
distance learning; culturally appropriate programs; and articulation
agreements between schools.
WWW Virtual Library:
American Indians [online]. 2003 [cited 15 September 2003]. Available
from World Wide Web: .
This comprehensive site links to
hundreds of Native American organizations and cultural sites. The
section "Teachers Resources" provides links to a number of resources on
classroom practices.
Baron, Sarah, and Alexia Strout-Dapaz. "A Close
Encounter Model for Reference Services to Adult Learners: The Value of
Flexibility and Variance." The Reference
Librarian nos. 69/70 (2000): 95-102.
The authors discuss the need for using
a variety of instructional methods and for gauging the learning styles
of adult students before instruction starts. They emphasize the
importance of appropriately matching the student’s technological savvy
and adapting instructional methods to her/his learning styles. They also
address the marketing and public relations aspects of bibliographic
instruction programs for the adult learner.
Bontenbal, Kevin F. "Challenges Faced by Reference
Librarians in Familiarizing Adult Students with the Computerized Library
of Today: The Cuesta College Experience." The
Reference Librarian nos. 69/70 (2000): 69-76.
The author discusses the increasing
number of nontraditional students attending college in California. He
defines nontraditional students as all students over the age of 25 and
describes nontraditional students as more serious and goal-oriented than
their younger counterparts. Unfamiliarity and discomfort with computers
and technology are barriers to nontraditional students’ ability to use
library resources effectively. The author recommends using non-computer
analogies and humor to ease the technophobia sometimes experienced by
older students.
Caravello, Patti Schifter. "Library Instruction
and Information Literacy for the Adult Learner: A Course and Its Lessons
for Reference Work." The Reference Librarian
nos. 69/70 (2000): 259-269.
This article describes a
librarian-taught course at the University of California, Los Angeles,
which incorporates active learning methods into the teaching of
electronic resources to adult learners. The course includes lectures and
online demonstrations with exercises.
Christian, Gayle R., Caroline Blumenthal, and
Marjorie Patterson. "The Information Explosion and the Adult Learner:
Implications for Reference Librarians." The
Reference Librarian nos. 69/70 (2000): 19-30.
This article lists six common
characteristics of adult learners. The authors show that although
younger students may have the advantage in speed of task performance and
in short-term memory, the life experiences and complex problem-solving
abilities of adult learners are advantages when returning to the
academic world. They propose a variety of instructional styles be used
to assist adult learners.
Currie, C. Lyn. "Facilitating Adult Learning: The
Role of the Academic Librarian." The Reference
Librarian nos. 69/70 (2000): 219-231.
Currie examines adult learning theory
and suggests that librarians emphasize the development of learners’
skills rather than solely transmitting disciplinary content. Currie
discusses facilitating adult learning and describes the role of the
academic librarian as a facilitator for the development of critical
thinking, creative problem-solving, and informed decision-making skills.
The author encourages self-directing and empowering adult learners in
order to provide them with lifelong learning skills.
Duff, Viola M. "Returning to School to a
Baccalaureate Program: Is There an Easy Way to Learn?" Journal of Nursing Education 36 (October 1997):
390-392.
Duff discusses the need for planned
skill-building sessions for returning adult students, focusing
specifically upon skills that enable them to better use the library, do
research, think critically, and write succinctly. She describes how the
teaching faculty planned such sessions in collaboration with a
librarian. A semester later, students testified to the usefulness of the
sessions.
Ezzo, Anita, and Julia Perez. "The Information
Explosion: Continuing Implications for Reference Services to Adult
Learners in Academia." The Reference Librarian
nos. 69/70(2000): 5-17.
This article examines how the current
availability of various computer-based information resources is changing
the nature of the library and the librarian’s role within it—and how
such information can most effectively be delivered to nontraditional
students (referred to as "adult learners" in this article). The authors
propose the development of a theory of andragogy (adult learning) and
suggest four general attributes in an attempt to provide a workable
definition of "adult learner." The authors argue that librarians must
become more proactive and should begin to see their roles as
"information advisors."
Fidishun, Dolores. "Teaching Adult Students to Use
Computerized Resources: Utilizing Lawler's Keys to Adult Learning to Make
Instruction More Effective." Information
Technology and Libraries 19 (September 2000): 157-158.
The article encourages librarians to
make their instruction more effective by recognizing that adults learn
differently from traditionally-aged college students. Fidishun uses
Lawler's "six keys" to demonstrate how librarians can understand the
needs of adult students and instruct them effectively. These six keys
include understanding and reducing anxiety, eliciting and incorporating
student expectations, acknowledging and utilizing student experience,
providing and encouraging student participation, identifying and
incorporating relevant content, and facilitating change and
growth.
Fisher, Robert M. "Towards an Integrative
Literature Search: Reflections of a ‘Wild’ Adult Learner." The Reference Librarian nos. 69/70 (2000):
407-417.
The author describes his personal
experiences with libraries and research as a young student from a
non-academic, working-class background. He relates his belief in a
radical/critical model of learning theory, also referred to as
"emancipatory education" or "transformative learning." He emphasizes the
value of browsing and, consequently, the opportunity for serendipity
while searching for information in the library. He recommends techniques
for librarians to use while helping adult learners.
Fox, Anne. "The After-Five Syndrome: Library Hours
and Services for the Adult Learner." The Reference
Librarian nos. 69/70 (2000): 119-126.
This article is based on a survey
conducted at Western Oregon University in which students were asked
various questions about the campus library. The survey asked respondents
if the library’s hours were adequate to meet their needs, what method
they would be most likely to use to contact the library for research
help, and whether they accessed the library’s resources from their home
computer. The author discusses similarities and differences in survey
responses between traditional and nontraditional students and notes that
similarities between the two groups generally outweighed differences.
She theorizes that this may be because traditional and nontraditional
students are no longer as "different" from each other as they may have
been in the past. The author concludes that student populations are
aging, that nontraditional students tended to be more interested in
remote access to the library’s resources than traditional students, and
that the library must do a better job of publicizing its remotely
available resources.
Given, Lisa M. "Envisioning the Mature, Re-Entry
Student: Constructing New Identities in the Traditional University
Setting." The Reference Librarian nos. 69/70
(2000): 79-93.
Given discusses how the discourse of
"fraternity parties and breaking free of parental control ... infuses
university life and excludes the mature learner." Citing Malcolm
Knowles’ theory of andragogy, she describes how characteristics of adult
learners that are commonly seen as "negatives" can be used to facilitate
learning. The traits include: having a wealth of "real life" experience
that can enhance the learning process; being self-directed; striving for
a high level of autonomy in learning; needing to know why something is
necessary prior to learning it; coming to the educational experience
ready to learn; being highly self-motivated; and being driven to succeed
by internal pressures. This article is based upon the author’s
dissertation research: The Social Construction
of the 'Mature Student' Identity: Effects and Implications for Academic
Information Behaviours. Ph.D. dissertation: University of Western
Ontario, 2000.
__________. "The Academic and the Everyday:
Investigating the Overlap in Mature Undergraduates' Information-Seeking
Behaviours." Library & Information Science
Research 24, no.1 (2002): 17-29.
This a
