Wouldn’t it be nice if all students could explain the implications of data presented in tables and graphs? Indeed, the learning standards of the Association of College and Research Libraries (ACRL) stress that information literate students effectively evaluate and manipulate data for their specific needs. As coordinator of library instruction at the Eastern Campus Library of Suffolk County Community College, I collaborate with professors in the ESL department to help students develop essential information literacy (IL) skills.
The case-study in this article describes a semester-long assignment which requires advanced ESL students to study the demographic data of a city in the United States. Demographic studies contextualize IL skills because they require students to describe and explain the significance of data in charts and graphs. In this case, students synthesize information from the U.S. Census into their illustrated presentations. Each student’s project is the culmination of an incremental process that includes four library workshops. During the workshops, students research U.S. cities and discuss trends in demographic data including the infrastructure of each others cities. Guiding the students’ explorations are key questions by the ESL professor such as: “What does the population shift mean for the city’s infrastructure and labor force?” (Cash-McConnell) ESL students who competently synthesize graphical data possess IL skills that they can apply in future content courses such as psychology and nursing.
|Keywords:||Academic Libraries, Academic Discourse, Collaboration, Data Literacy, Demographics, English as a Second Language (ESL), English for Academic Purposes (EAP), Information Literacy|
Associate Professor, Information Literacy Librarian, Eastern Campus Library, Suffolk County Community College, Riverhead, Riverhead, NY, USA
Professor, English as A Second Language Department, Eastern Campus, Suffolk County Community College, Riverhead, Riverhead, NY, USA
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