ERIC Number: ED165462
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Integrating Library Skills Instruction into the Bilingual Bicultural Classrooms or Preventing LESA Future Shock.
Montemayor, Aurelio Manuel; Stillman, Garry
This model, a preliminary overview, suggests that learning library skills be integrated into bilingual bicultural programs, as limited English speaking ability (LESA) students need information skills to cope with a world in which current information is essential. Integrated library skills instruction, in which collaboration between teachers and librarians is necessary, is defined as two sets of general curricular and library skills objectives, activities, and assessments merged into a unified curriculum. Support for this instruction lies in the hypothesis that classroom teachers have a dominant role in influencing a student's library use or non-use, that library skills are taught most effectively when instruction is integrated into the actual curriculum, and that library skills should be taught as basic thinking and learning skills that provide a means for attaining other learning objectives and not as ends in themselves. General suggestions for implementation of such a program are given, and a table of steps for this process is appended. (MHP)
Descriptors: Bilingual Education, Bilingual Students, Curriculum Development, Curriculum Guides, Elementary Secondary Education, Information Needs, Information Science, Information Seeking, Information Utilization, Library Instruction, Library Role, Library Skills, Relevance (Education), Student Needs, Teaching Methods, Teaching Models
Publication Type: Guides - General
Education Level: N/A
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.
Identifiers: Limited English Speaking Ability
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