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Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/47344

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Title: Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction
Creators: Conteh-Morgan, Miriam
Keywords: Language acquisition
language development
information literacy
second language
Issue Date: 2002
Publisher: Elsevier Ltd.
Citation: Miriam Conteh-Morgan, "Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction, "The Journal of Academic Librarianship 28, no. 4 (2002), doi:10.1016/S0099-1333(02)00282-3
DOI: 10.1016/S0099-1333(02)00282-3
Abstract: Librarians who teach students with limited English proficiency have discussed various barriers limiting effective learning. This article shows how applying second language acquisition theories and teaching practices derived from them can significantly impact outcomes of information literacy instruction.
ISSN: 0099-1333 (Print)
1879-1999 (Online)
URI: http://hdl.handle.net/1811/47344
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