Abstract

The purpose of this project was to study problems English language learners (ELLs) face when doing research in U.S. academic libraries. A review of the literature indicates that ELLs face both linguistic and cultural barriers. Those barriers are related to learning expectations, library anxiety, and technology. Research on organizational culture and its influence on website design was consulted and used to compare the design of a library catalog’s interface with student responses to a library instruction session offered within Composition 101 for non-native speakers. Based on those results, it is argued that library catalogs are designed to match the cultural expectations of mainstream U.S. audiences and that focused library instruction may help ELLs become more comfortable doing library research.

Advisor

Nancy Drescher

First Committee Member

Stephen Stoynoff

Date of Degree

2007

Language

english

Document Type

Thesis

Degree

Master of Arts (MA)

Department

English

College

Arts and Humanities

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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