Bridges, Librarian
Oregon State University
American Library Association Annual Conference 2015
ACRL Academic Library Services to International Students Interest Group Discussion
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In the Library: Using the Cephalonian Method for English Language Learners презентация
Содержание
- 1. In the Library: Using the Cephalonian Method for English Language Learners
- 2. What is the Cephalonian Method? Large and
- 3. Our Initial Process (2012) Team of three:
- 4. Our Initial Process (cont.) Audience: The primary
- 5. Our Initial Process (cont.) Learning Outcomes: After
- 6. Re-Purposed for ELL Students (2013) Nearly 4,000
- 7. Why for English Language Learners (students who
- 8. Materials Presentation / Powerpoint Color-coded questions Prizes
- 9. Plan Hand out color-coded questions at the
- 12. Free, drop-in service. Tutors available after Week
- 13. After Question(s) Students select their prizes for
- 14. Future Possible Changes Group work to discuss
What is the Cephalonian Method? Large and small groups Facilitates audience participation Uses color-coded structure Suitable for many situations (classroom, tours) Developed at Cardiff University by Linda Davies and Nigel Morgan
Слайд 2What is the Cephalonian Method?
Large and small groups
Facilitates audience participation
Uses color-coded
structure
Suitable for many situations (classroom, tours)
Developed at Cardiff University by Linda Davies and Nigel Morgan
Suitable for many situations (classroom, tours)
Developed at Cardiff University by Linda Davies and Nigel Morgan
Слайд 3Our Initial Process (2012)
Team of three:
Two librarians (Anne-Marie Deitering and
me) Evening reference desk manager (Kristin Swetland)
Purpose:
Introduce students to the idea of the library as a partner in their academic success. Give students some familiarity/experience with resources and processes that will be unfamiliar to them no matter how good their high school library was (e.g. reserving study rooms or finding course reserves).
Purpose:
Introduce students to the idea of the library as a partner in their academic success. Give students some familiarity/experience with resources and processes that will be unfamiliar to them no matter how good their high school library was (e.g. reserving study rooms or finding course reserves).
Слайд 4Our Initial Process (cont.)
Audience: The primary audience for this workshop will
be u-engage (first-year orientation course) students who are required to attend one of the library workshops by their instructor. These students could be required to attend this specific workshop, or they could be given the choice of attending
Слайд 5Our Initial Process (cont.)
Learning Outcomes: After completing this workshop, students will
be able to:
Point to multiple ways to get help from Valley Library librarians.
Locate useful service points in the Valley Library.
Tell another student about useful services offered by the Valley Library.
Demonstrate how to to use library services or spaces to accomplish academic goals, including: completing class readings and facilitating group study.
Point to multiple ways to get help from Valley Library librarians.
Locate useful service points in the Valley Library.
Tell another student about useful services offered by the Valley Library.
Demonstrate how to to use library services or spaces to accomplish academic goals, including: completing class readings and facilitating group study.
Слайд 6Re-Purposed for ELL Students (2013)
Nearly 4,000 international students at OSU
INTO OSU
Private/Public Partnership
Nearly 1,500 (of the nearly 4,000)
Language Learning
Pathway Language Learning
Class: American Survival
4-6 sections a term
1 visit to the library
Lower-Level English
Nearly 1,500 (of the nearly 4,000)
Language Learning
Pathway Language Learning
Class: American Survival
4-6 sections a term
1 visit to the library
Lower-Level English
Слайд 7Why for English Language Learners (students who have not met TOEFL
requirement)?
Teaching with Visuals (photos in powerpoint)
Encourage Participation (U.S. classroom culture)
Background Knowledge (libraries in home country)
Academic Vocabulary Development
Слайд 10
My Chemistry professor said that I should get help with my
homework in the Mole Hole
What’s a Mole Hole?
What’s a Mole Hole?
Слайд 12Free, drop-in service.
Tutors available after Week 2
Math, Physics, Writing Center, Chemistry,
CAMP & more.
Appointments required for the Writing Center.
Слайд 13After Question(s)
Students select their prizes for asking a question during class.
Highlighters
Notecards
Notepads
Pins
that say OSU Libraries
Other OSU takeaways
Other OSU takeaways
Слайд 14Future Possible Changes
Group work to discuss and answer questions afterward (partner
learning)
Handout an outline of the presentation along with my name and contact
Introduce a short writing activity (currently read, listen, and speak, but no writing)
Activity focused on library (academic) vocabulary
Handout an outline of the presentation along with my name and contact
Introduce a short writing activity (currently read, listen, and speak, but no writing)
Activity focused on library (academic) vocabulary
