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

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Conteh-MorganM_JournalAcademicLibrarianship_2002_v28n4p191-196.pdf (258.06 KB)

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2002

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Elsevier Ltd.

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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.

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Language acquisition, language development, information literacy, second language

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

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http://hdl.handle.net/1811/47344

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Research, Publications, and Presentations (The Ohio State University Libraries)