Earlier this year, we created this video for the Spring Forward '24 Conference about our course. This video deals more with the curriculum planning and takes a deep dive into assessment. Students also provide insight into the active learning strategies we employed.
 

This is only an abbreviated list of the works we have consulted thus far in our research and curriculum planning.
 

• Bonwell, C. C., & Eison, J. A. (1991). Active learning : creating excitement in the classroom. School of Education and Human Development, George Washington University.

• Campbell, L., Matthews, D., & Lempinen-Leedy, N. (2015). Wake up information literacy instruction: Ideas for student engagement. Journal of Library Administration, 55(7), 577–586. https://doi.org/10.1080/01930826.2015.1076313

• Perret, R., and Trott, B. (2016). Librarian attitudes toward classroom humor. Reference and User Services Quarterly, 55(4), 261–66. https://doi.org/10.5860/rusq.55n4.261

• Proyer, R. T., & Tandler, N. (2020). An update on the study of playfulness in adolescents: its relationship with academic performance, well-being, anxiety, and roles in bullying-type-situations. Social Psychology of Education, 23(1), 73–99. https://doi.org/10.1007/s11218-019-09526-1

• Walsh, A. (2020). Playful learning for information literacy development. IFLA Journal, 46(2), 143–150. https://doi.org/10.1177/0340035219874083

• Wegener, D. R. (2022) “Information literacy: Making asynchronous learning more effective with best practices that include humor.” The Journal of Academic Librarianship, 48(1).102482-. https://doi.org/10.1016/j.acalib.2021.102482

Like the list above this is only an abbreviated list of the works regarding ELLs and Information Literacy.
 

• Amsberry, D. (2008). Talking the talk: Library classroom communication and international Students. The Journal of Academic Librarianship, 34(4), 354–357. https://doi.org/10.1016/j.acalib.2008.05.007

• Hicks, A., & Lloyd, A. (2016). It takes a community to build a framework: Information literacy within intercultural settings. Journal of Information Science, 42(3), 334–343. https://doi.org/10.1177/0165551516630219

• Houlihan, M., Walker Wiley, C., & Click, A. B. (2017). International students and information literacy: a systematic review. Reference Services Review, 45(2), 258–277. https://doi.org/10.1108/RSR-06-2016-0038

• Johnston, N., Partridge, H., & Hughes, H. (2014). Understanding the information literacy experiences of EFL (English as a foreign language) students. Reference Services Review, 42(4), 552–568. https://doi.org/10.1108/RSR-05-2014-0015

• Ishimura, Y., & Bartlett, J. C. (2014). Are librarians equipped to teach international students? A survey of current practices and recommendations for training. The Journal of Academic Librarianship, 40(3–4), 313–321. https://doi.org/10.1016/j.acalib.2014.04.009

• Luly, S., & Lenz, H. (2015). Language in context: A model of language oriented library instruction. The Journal of Academic Librarianship, 41(2), 140–148. https://doi.org/10.1016/j.acalib.2015.01.001

• Morrissey, R., & Given, L. M. (2006). International students and the academic library: A case study. Canadian Journal of Information and Library Science, 30(3–4), 221–239.

• Nowrin, S., Robinson, L., & Bawden, D. (2019). Multi-lingual and multi-cultural information literacy: perspectives, models and good practice. Global Knowledge, Memory and Communication, 68(3), 207–222. https://doi.org/10.1108/GKMC-05-2018-0050

• Nzomo, P., McKenzie, P., Ajiferuke, I., & Vaughan, L. (2021). Towards a Definition of Multilingual Information Literacy (MLIL): An Essential Skill for the 21st Century. Journal of Library Administration, 61(7), 897–920. https://doi.org/10.1080/01930826.2021.1972737