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Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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Creating an environment of connectedness and cultural inclusiveness for non-native speakers of English in academic libraries
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In: Georgia International Conference on Information Literacy (2018)
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Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2017)
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Creating an environment of connectedness and cultural inclusiveness for non-native speakers of English in academic libraries
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In: Georgia International Conference on Information Literacy (2017)
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Abstract:
This presentation speaks to the increasing presence of non-native speakers of English on university campuses in the U.S. Many organizations – such as educational institutions, museums, archives, historical societies, and libraries – have been integrating cross-cultural communication and multicultural competencies in daily operations and training staff via in-person and virtual professional development. Such skills prepare staff to interact with individuals whose native language is not English. The presenter explains the breadth of diversity among non-native English speakers as well as the wide variety of labels applied to them -- such as English language learners (ELLs), emergent bilinguals (EBs), multilinguals, international students (ISs), immigrants, refugees, etc. No matter what the label is, these individuals are interested in acquiring proficient skills in English – reading, writing, speaking, and listening – and in improving their lifestyle through higher education. Similar to other culture crossers, they encounter challenges during transitions such as managing academic pressures, socializing to form new friendships, learning different cultural practices, and adjusting to cross cultural shifts. This presentation discusses strategies in creating a multicultural environment, fostering positive intercultural experiences where "connectedness" and cultural inclusiveness prevail. The speaker will recommend ways in which the academic library can transform itself into a center of meaningful connections between native and non-native speakers of English. On university campuses, there is a need to raise awareness that non-native speakers positively impact higher education, serving as a foundation for further growth, and that negative effects can easily be mitigated. Academic libraries should embody these ideals in their spaces, services, and resources.
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Keyword:
and Ethnicity in Communication; and Multicultural Education; Bilingual; bilingual higher education; bilingual information literacy; Community College Leadership; Curriculum and Instruction; Education; Educational Psychology; First and Second Language Acquisition; Gender; Indigenous Education; Information Literacy; International and Comparative Education; International and Intercultural Communication; Language and Literacy Education; Library and Information Science; Multilingual; multilingual learners; Other International and Area Studies; Other Linguistics; Race; Sexuality; Typological Linguistics and Linguistic Diversity; University Extension
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2017/2017/65
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