LLOLI”LanguageLearningOrientedLibraryInstruction.pptVIP

I worked with the Chinese language faculty and put it into class instruction, in this case, intermediate Chinese 202. * Before the class, students received this text with new characters highlighted by the professor for pre-studies, just like they are learning a new lesson in their normal class. * During the class, I went over the text paragraph by paragraph and explained the meanings and concepts behind them, just like any other instructional classes, the only difference is that I used the Chinese language they are learning. * Then, I demonstrated to students how to access Chinese materials from the Chinese collection and retrieve Chinese texts from Chinese online databases using Chinese characters as searching words. * Finally students have the opportunity to do hands-on practice to retrieve Chinese materials from the library databases. Here is an example of retrieving Chinese journal articles from China Academic Journals. They use Chinese characters to search for materials in Chinese collections. In this case, they keyed in a subject heading characters in Chinese, Chinese literature and retrieved related articles in the Chinese database. * In the end, with this LLOLI method, students mastered the knowledge of how to retrieve library resources in Chinese, while at the same time they learned Chinese language as well. This method kills two birds with one stone: learning Chinese while learning how to access library resources for their study and research. It is important to notice that because of their Chinese language knowledge, these students also have a better appreciation of library materials in Chinese, which will ultimately help their study and career. * Today I used library instruction in Chinese as an example to illustrate how to integrate library instruction into language learning courses. Because all area studies have similar components to those of Chinese studies, this method is also applicable to library instruction for any of the area studies prog