Facilitating Pathways for Second Language Students with Information Literacy Skills
Pathway or enabling programs have as part of their objectives the aim to facilitate the preparedness of international students for undergraduate study at Australian Universities. Evidence of limited use of paraphrasing, summarizing and quoting as well as high levels of near and exact copying are frequently the result of poor L2 proficiency. Problems exist when using the Internet regarding the adoption of sound methods for determining the value and authenticity of information. If such strategies are practiced unintentionally this may be more attributable to patchwriting than to plagiarism. Novice L2 students may also not be able to create appropriate syntactic transformations due to not only the complexity of making paraphrases and summaries but also because there is disagreement as to what are acceptable paraphrases. Scaffolding processes for L2 learners may best be facilitated with the help of information literacy skills. The fostering of the integration of textual resources with an emphasis on referencing protocol can provide support for students as they learn to avoid plagiarizing practices. Our pathway international students who process online their writing of a research argumentative essay are supported by library staff and teachers in accessing the four layers of information. These information literacy layers are enquiry, library, technology and scholarly.
M/s Thelma Blackford
School of Languages and Intercultural Education, Curtin University