Community College Libraries Supporting Basic Skills, ESL, and Developmental Education

Abadzi, Helen. "Teaching Adults to Read Better and Faster: Results from an Experiment in Bukina Faso." World Bank Poliy Research Working Paper. 3057 (2003): 1-19. (Full-text available at: SSRN) 

Abstract: This is the documentation of a study completed in Burkina Faso. While the study was conducted on students that aren't likely to be a part of our target audience the findings were particularly interesting. The study looked at how almost 240 barely literate students learned to read and comprehend faster using two teaching methodologies. First, students in experiment groups were taught pattern recognition for 3-5 letter words by memorizing those words and the meanings for them. Rather than reading letter by letter this method was designed to get students to recognize whole words. Another methodology was to teach phonological awareness, so that students learned to "find the initial and final letters of words, make rhymes, and determine the number syllables in words" (4). The study showed that students who participated in this methodology scored higher on tests than those that didn't. The article does a fairly good job of explaining the methodology and problems associated with it. It should be noted that reading instruction happened in a language other than English.

Asher, Curt et al. "Serving Generation 1.5: Academic Library Use and Students from Non-English-Speaking Households". College & Research Libraries. 70.3 (2009): 258-272. Print.

Article about ESL students and their use of the academic library as space and as pedagogical resource.

Bailey, Thomas. “Challenge and opportunity: Rethinking the role and function of developmental education in community college.” New Directions for Community Colleges 145 (2009): 11-30. [Full text available from Wiley InterScience at http://www3.interscience.wiley.com/journal/122268233/abstract]

Abstract: “This chapter provides a national context about how students progress in community colleges across the country. It includes data about students who take developmental education courses, how they move through the developmental course sequence, the obstacles they face when completing their intended course of study, and programs and practices that appear to help students meet their goals.”

Bloem, Patricia L. "Research to Practice: Bringing Children's books to Adult Literacy Classrooms." Ohio Litearacy Resource Center: Enhancing Adult Litaracy. Retrieved June 3, 2009 from http://literacy.kent.edu/Oasis/Pubs/0200-12.htm.

Abstract: This is a quick read about how faculty might consider using young adult and children's books to increase reading competency. The article references some bigger studies that will probably prove more noteworthy. However, for a quick reference guide and perhaps something to encourage faculty to read this is a great resource.

The Carnegie Foundation fo rhte Advancement of Teaching. "Strengthening Pre-collegiate Education in Community Colleges." Carnegie Foundation Website. Retrieved June 3, 2009 from http://www.carnegiefoundation.org/programs/index.asp?key=26.

Abstract: The Carnegie Foundation with support from the William and Flora Hewlett Foundation studied services and retention of students who tested as "pre-college" in 11 community colleges in California. They made several recommendations for how to work with these students. This series of articles will be very helpful for convincing faculty to participate. The main report also directs readers to the Windows on Learning webpage. This site offers tools and materials for teaching "underprepared students."

Conley, David. Redefining College Readiness. Education Policy Improvement Center. March 2007. (Full-text available: http://www.epiconline.org/files/pdf/RedefiningCR_Vol3.pdf)

36-page monograph “…a range of cognitive and metacognitive capabilities, often described as “key cognitive strategies,” have been consistently and emphatically identified by those who teach entry-level college courses as being as important or more important than any specific content taught in high school. Examples of key cognitive strategies include analysis, interpretation, precision and accuracy, problem solving, and reasoning.” 

“Information Grounds and the Use of Need-Based Services by Immigrants in Queens, New York: A Context-Based, Outcome Evaluation Approach”

http://ibec.ischool.washington.edu/static/pubs/jasist.2004.info.ground.pdf 

We elaborate on Pettigrew’s (1998, 1999) theory of information grounds while using an outcome evaluation approach enriched by its focus on context to explore the use of need-based services by immigrants in New York City. Immigrants have substantial information and practical needs for help with adjusting to life in a new country. Because of differences in language, culture, and other factors such as access, new immigrants are a difficult population to study. As a result, little research has examined their predilections from an information behavior perspective. We report findings from a qualitative study of how literacy and coping skills programs are used by and benefit the immigrant customers of the Queens Borough Public Library (QBPL). From our interviews and observation of 45 program users, staff, and other stakeholders, we derived a grand context (in Pettigrew’s terms) woven from three subcontexts: the immigrants of Queens, New York; the QBPL, its service model, and activities for immigrants; and professional contributions of QBPL staff. Our findings are discussed along two dimensions: (a) building blocks toward information literacy, and (b) personal gains achieved by immigrants for themselves and their families. We conclude that successful introduction to the QBPL—as per its mission, programming, and staff—can lead immigrants to a synergistic information ground that can help in meeting broad psychological, social, and practical needs.

Juzwiak, Chris, and Monette Tiernan. “Pedagogies of visibility: The full E-mersion and beyond.” New Directions for Community Colleges 145 (2009): 79-94. [Full Text available from Wiley InterScience at http://www3.interscience.wiley.com/journal/122268238/abstract/]

Abstract: “This chapter shares the experience of several English faculty members of Glendale Community College in their efforts to improve student outcomes in developmental composition classes through extensive use of technology in the classroom. Their pedagogies of visibility--of literacy, of learning, and of research--have allowed them to better understand not only how their students learn, but also how to continue to document progress in ways that can be useful to others.”

Lindauer, Bonnie Gratch.  “Preparing Basic Skills Students to Succeed With Information Competency: Sabbatical Report for Spring 2007.” Roseberg [sic] Library, August 20, 2007. [Full Text PDF available at www.topsy.org/sabbprojreplong.pdf]

The purpose of Lindauer’s research was to “identify effective practices among academic libraries for assisting students in basic skills courses with the goal of revising the research skills/information competency instructional services plan and instructional activities for CCSF Library.” 

MacDonald, Katrina. “ESL Library Skills: An Information Literacy Program for Adults with Low Levels of English Literacy.” The Australian Library Journal. 57.3 (2008): 295-309. Academic Onefile. Web. 20 Mar. 2009.

This paper introduces the ESL Information Literacy Project (ESLILP) at the University of Ballarat. It describes the development, implementation and evaluation of a library orientation course designed in a TAFE context for adult, non academic students who speak English as a second language. The paper seeks to raise awareness of an apparent lack of research and information literacy programs for adult ESL speakers in a non academic environment. It also offers a framework for developing information literacy education programs for people with very low levels of literacy. The framework may be particular use to librarians working in this area with limited backgrounds in ESL teaching and practical resources. The paper concludes by inviting other libraries to trial the ESL Library Skills course.

Pracha, Christina, Mary Stout, Lisa Jurkowitz. “Information Literacy Program Development for ESL Classes in a Community College.” Community & Junior College Libraries. 13.4 (2007): 17 – 39. Print. 

At Pima Community College' Downtown Campus, the ESL lead faculty, library intern and librarian collaborated to create a comprehensive, progressive information literacy curriculum, based upon principles and best practices in both Second Language Acquisition Theory and the Information Literacy Competency Standards for a suite of ESL courses. The collaboration resulted in the development of a matrix, which tied specific skills to goals and desired outcomes, and served as a framework to generate specific information literacy curricula. A review of the ESL bibliographic instruction professional literature resulted in the application of some “best practices” gleaned from the articles.

Roselle, Ann. "Preparing the Underprepared: Current Academic Library Practices in Developmental Education." College and Research Libraries. 70.2 (2009): 142-156. [Full-text available to current ACRL members] 

Abstract: This qualitative study examines academic libraries and developmental education. The study was based on semistructured telephone interviews with 31 librarians from 21 states. Interview questions focused on instruction services for developmental students, library collections for developmental students, collaboration with developmental education instructors and learning centers, and professinoal development related to developmental education. Analysis of the results shows that librarians apply sound pedagogy when infusing basic library skills into developmental education and academic success courses, design assignments with high probability of student success, reduce library anxiety and build student confidence, and develop and promote library collections beneficial to developmental students. [abstract taken from publication]