Summary
The purpose of the study is to examine the outcomes of library information literacy instruction for international ESL students in a New York private college by using action research. Findings suggested that one-shot information literacy instruction was not sufficient enough to meet international English-as-a-Second-Language (ESL) students’ needs. Lack of secondary information literacy instruction just prior to the final papers and lack of one-on-one mentoring opportunities hindered effective information literacy acquisition for the selected cohort of ESL students. It is hoped that the new insights into library information literacy instruction will be used to design more effective, useful, and holistic information literacy instruction for international ESL students at this private College.

Keywords:
information literacy, action research, ESL students, academic librarians, information literacy assessment, New York College, evidence-based librarianship

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