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English for Academic Purposes Faculty Resource Guide

The Library in EAP 1900 Courses

Students in this course are heavily incorporating research into their assignments. If you want your students to become acquainted with the library, you can direct them to the resources below. There are also accompanying Library Learning Outcomes that you can include in your teaching outcomes for the course, and it is recommended that you contact the EAP librarian to discuss setting up 1-2 information literacy instruction sessions.  

Library Learning Outcomes for EAP 1900

Students will be able to:

  • Recognize resources the library offers in order to meet their current and ongoing information needs. 
  • Identify the EAP Librarian in order to know where to go for help should they need research assistance. 

 Sample Activities + Assessments

  1. Ask students to reflect on the way they accomplished research in a library in their home country. Give them examples of how the library works in the United States and at SLU. Invite and encourage the students to contact the EAP librarian in order to get help with their research.  
  2. Ask students to watch the video about finding books in Pius Library. Have them go to the library and find a book on their topic. 
  3. Ask students to watch the GVRL  and/or CQ Researcher training videos explaining how to search the database. Have them find resources about their chosen topic for their assignments. 
  4. Ask students to watch the Library's video about searching SLUth, and have them use SLUth to find resources for their topic.


Recommended Information Literacy Goals for EAP 1900

If you would like to incorporate critical thinking about information into your course goals, objectives, or outcomes, here is a list of recommended goals based on the course syllabus. As always, you can contact the EAP librarian to tailor information literacy outcomes to your course, request assignment specific assistance, and request instruction sessions. 

Recommended Information Literacy Goals for EAP 1900*

  • Students will be able to understand how research is different from searching.
  • Students will be able to recognize that information may be used differently based on the format in which it is packaged. 
  • Students will be able to synthesize information from various types of sources. 
  • Students will be able to understand how citations can be used to further their research, and why it is important to cite properly.
  • Students will be able to seek guidance from experts such as librarians, experts, and instructors. 

*These goals are aligned with the Association of College and Research Library's Framework for Information Literacy.

Sample Activities + Assessments

  1. Research or Search?
    • Quiz students on the qualities or characteristics of research and searching. This can be done by having students shout out answers, answer a Poll Everywhere quiz, or making up game pieces. 
  2. Using BEAM to talk about use
    • Students need to understand that different resources can be used in different ways within an essay or research paper.  When we talk about the different ways information is utilized, students may get a clearer picture about why some resources are more appropriate than others. Divide the students into groups and give them each a scholarly article. Have them read portions of the article and find resources that fit the description of a Background resource, Exhibit resource, Argument resource, and a Method resource. Discuss the student's opinions and engage students about the ways scholars use information to inform, persuade, and provide evidence in a paper. 
  3. Synthesizing information
    • Synthesis is often a difficult concept to teach. One-sentence summaries are one way to have the students practice their synthesis skills. Students will research background information on a specific topic for an assignment. They will then answer the questions: "Who did/does What to Whom, When, Where, How, and Why?" Once they've answered these questions, they turn their answers into a grammatical sentence that follows the WDWWWWHW pattern.  
  4. Understanding a Citation
    • Having a student understand how to read citations is not only important from a research standpoint, but can also help them why it is important to avoid plagiarism. Have students examine 5 MLA citations. They must decipher the citation, as well as use it to find that resource. At least 1-2 resources will have incorrect citations. Engage the students in a discussion about why it is important to have the correct citations in their bibliographies or works cited.