English Language Learners (ELLs) are a unique set of students to teach Information Literacy (IL). Besides cultural and language hurdles, there are knowledge gaps that need to be approached in different ways. Because there is no framework for teaching ELLs, librarians at the University at Buffalo sought to create a progressive IL curriculum for first-year students, focusing on student involvement and activities to bolster playfulness, inquiry, and discovery while being sensitive to cross-cultural understanding and the need for simplicity.
 

This guide will serve as a supplementary piece for attendees of the 2024 CCLI conference, sharing the methods used alongside helpful information that can inspire other library instructors.