Alison Hicks
Humanities Research and Instruction Librarian (Romance Languages), Assistant Professor
University of Colorado at Boulder
University Libraries
Research and Instruction Department
Romance Languages: Reference, Instruction, Collection Development, Technology
184 UCB
Boulder, CO, 80309
Information Literacy en Español: Content Based Instruction and the Librarya. What is the central question, issue, or problem you plan to explore in your proposed work?
Since 2009, SPA 4010, a hybrid Spanish writing class, has been using an online Spanish information literacy tutorial that I designed with Anne Becher, the coordinator. The aim of this tutorial is to integrate student research and language skills in a way that also introduces non English based information realities. While assessment of student research skills has been carried out, including questionnaires and assessment of student bibliographies, I have never looked at the impact of the language of instruction, and whether the tutorial contributes to student language learning objectives. I would like to widen this research project to examine whether integrated instruction achieves both research and language aims. "Is giving library instruction in Spanish an effective way to teach both research and language skills and does this efficiently prepare them for Spanish information realities?
b. Why is your central question, issue, or problem important, to you and to others who might benefit from or build on your findings?
There is a growing trend for librarians to become integrated or embedded in academic courses. As a foreign language librarian, with relevant language skills, I perceive that one of the most in depth ways that I can integrate research skills into a language course is by providing instruction in a foreign language. This research project would test that assumption. Findings from this project would be directly relevant to the library field by contributing to the theory and practice of foreign language librarianship, as well as adding to literature on embedded librarianship and evidence-based librarianship. Outside of the library field, this project adds to the scholarship of content-based instruction, or languages across the curriculum. This field of study uses content or subject matter (eg political science, history) as a vehicle for foreign language learning.
c. How do you plan to conduct your investigation? What sources of evidence do you plan to examine? What methods might you employ to gather and make sense of this evidence?
Current assessment of student research skills consists of two parts; firstly, students self assess skills learned in the tutorial, including for example increased confidence finding information resources and increased success in selecting credible Spanish sources. Results are then compared with student bibliographies, which are graded using a rubric that covers the same learning outcomes. I would like to refine the rubric which functions at a basic level now. To assess language learning, I would consult with professors and literature of the field to determine the best way to assess language acquisition. Possible assessment would include oral interviews to examine student perception of language learning and language learning autonomy or direct observation. Given the online nature of the course, assessment strategies will need to consider the constraints of this medium.
d. How might you make your work available to others in ways that facilitate scholarly critique and review, and that contribute to thought and practice beyond the local?
I would present my findings at local and national events. Firstly I would present at the Libraries’ "Faculty Staff Development Council" to disseminate my research project findings, and to show how other librarians can use the principles of SOTL to explore student learning. These presentations are open to the entire campus. Secondly, I would aim to present my work nationally, either at the annual SALALM (Seminar for the Acquisition of Latin American Library Materials) conference or at CALICO (Computer Assisted Language Instruction Consortium). I would plan to publish my work either in a library journal that specialises in evidence based librarianship, such as Library Hi Tech, (0737-8831) or in a language learning journal, such as Recall (0958-3440).
e. Include a literature review of the theory and effective teaching practice of the subject of your inquiry in order to locate your research in the literature preceding it.
There is a not a large body of literature that focuses on the role of information literacy in a Content Based Instruction (CBI) context. In CBI literature, librarians have traditionally been associated with buying books or relevant foreign language material to support the program, rather than being formally integrated into the CBI objectives. The general theory of CBI has proved to be key in situating my early thoughts, in particular the work of John Swales, James Paul Gee, Stephen Straight, Steve Thorne and John Grandin. Lisabeth Hock, who is a German professor, approaches this area of study, but her work does not formally assess student learning. Similarly, Gabriella Reznowski refers to the library's role in language learning but does not include instruction or formal assessment.
In library literature, a growing focus has been on the position of the embedded librarian who is integrated into the learning environment. However, there has been very little specific mention of foreign language librarians in an embedded context or any obvious connections drawn between the idea of reinforcing librarianship and language goals through a combined academic program. Library Instruction in an ESL (English as a Second Language) context has provided a few interesting articles, specifically Conteh-Morgan, Kamhi-Stein and Bordonaro, who look at English language learning through library instruction. There is a large body of work that talks about online information literacy; I plan to look at this literature in particular to examine ways to assess the online tutorial. Finally, I plan to try and distil some of the extensive education literature, particularly literature that looks at bilingual education, and assessment of online learning.
Bordonaro, Karen. Language Learning in the Library: An Exploratory Study of ESL Students. The Journal of Academic Librarianship 32 (2006): 518
Bordonaro, Karen. Is Library Database Searching a Language Learning Activity? College & Research Libraries 71: 3 (2010): 273
Conteh-Morgan, Miriam. Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction. Journal of Academic Librarianship 28: 4 (2002): 191
Hock, Lisabeth. Information Literacy across the German-Studies Curriculum. Unterrichtspraxis/Teaching German 40: 1 (2007): 46
Kamhi-Stein, Lia. “Teaching Information Competency as a Third Language: A New Model for Library Instruction, Reference & User Services Quarterly 38 (1998): 173
Reznowski, Gabriella. The Librarian’s Role in Motivating Language Learners: Tales from an Eastern Washington College Town, Reference Services Review 36 (2008): 422
f. What is your record of innovation in teaching and/or the assessment of learning?
I from part of the Instruction group of the Libraries and teach a wide variety of classes, ranging from freshmen though to graduate students and faculty. I regularly participate in library instruction seminars and conferences, including attending Immersion: Institute for Information Literacy, Association for College and Research Libraries in Summer 2009, and presenting about Web 2.0 in instruction at LOEX (Library Orientation Exchange) in 2010. I regularly attend ALTEC (Anderson Language Technology Center) events, including participating in the FTLP (Foreign Language Technology Program) and the 2010 Second Language Acquisition workshop. Finally I attended the FTEP 2009 student engagement workshop, which greatly influenced my teaching in 2009/10. I am a reflective teacher and continually strive to improve student learning.
g. Are you able to attend the required meetings as specified the sections titled, “What are the Benefits?” and “What commitments are expected of participants?”
Yes.
h. Can you suggest an appropriate coach/mentor for your project?
While I haven't spoken about this with any possible mentors, I have worked with Anne Becher (anne.becher@colorado.edu) in the Spanish department and Mark Knowles (mark.knowles@colorado.edu) in ALTEC. Pairing with a language expert would be the most useful for this project and both of these people would bring a wealth of knowledge to my research. Anne is particularly knowledgeable in Spanish language instruction, while Mark is particularly knowledgeable in the theory of language acquisition and CBI.
i. If your project is selected, are you willing to serve as a coach in PTLC in a future year?
Yes.
