Presentation for the American Library Association, 2015

1. In the Library: Using the
Cephalonian Method
for English Language Learners
Laurie Bridges, Librarian
Oregon State University
American Library Association Annual Conference
2015
ACRL Academic Library Services to International
Students Interest Group Discussion

2. What is the Cephalonian Method?
• Large and small groups
• Facilitates audience participation
• Uses color-coded structure
• Suitable for many situations (classroom,
tours)
• Developed at Cardiff University by Linda
Davies and Nigel Morgan

3. Our Initial Process (2012)
Team of three:
Two librarians (Anne-Marie Deitering and me) Evening reference
desk manager (Kristin Swetland)
Purpose:
Introduce students to the idea of the library as a partner in their
academic success. Give students some familiarity/experience
with resources and processes that will be unfamiliar to them no
matter how good their high school library was (e.g. reserving
study rooms or finding course reserves).

4. Our Initial Process (cont.)
Audience: The primary audience for this
workshop will be u-engage (first-year orientation
course) students who are required to attend
one of the library workshops by their instructor.
These students could be required to attend this
specific workshop, or they could be given the
choice of attending

5. Our Initial Process (cont.)
Learning Outcomes: After completing this workshop,
students will be able to:
– Point to multiple ways to get help from Valley Library
librarians.
– Locate useful service points in the Valley Library.
– Tell another student about useful services offered by the
Valley Library.
– Demonstrate how to to use library services or spaces to
accomplish academic goals, including: completing class
readings and facilitating group study.

6. Re-Purposed for ELL Students (2013)
• Nearly 4,000 international students at OSU
• INTO OSU Private/Public Partnership
– Nearly 1,500 (of the nearly 4,000)
• Language Learning
• Pathway Language Learning
– Class: American Survival
• 4-6 sections a term
– 1 visit to the library
• Lower-Level English

7. Why for English Language Learners
(students who have not met TOEFL requirement)?
• Teaching with Visuals (photos in
powerpoint)
• Encourage Participation (U.S. classroom
culture)
• Background Knowledge (libraries in home
country)
• Academic Vocabulary Development

8. Materials
• Presentation / Powerpoint
• Color-coded questions
• Prizes

9. Plan
• Hand out color-coded questions at the
beginning of class.
• “Who has the green question?”

10. My Chemistry professor said
that I should get help with my
homework in the Mole Hole
What’s a Mole Hole?

12.  Free, drop-in service.
 Tutors available after Week 2
 Math, Physics, Writing Center,
Chemistry, CAMP & more.
 Appointments required for the
Writing Center.

13. After Question(s)
• Students select their prizes for asking a
question during class.
– Highlighters
– Notecards
– Notepads
– Pins that say OSU Libraries
– Other OSU takeaways

14. Future Possible Changes
• Group work to discuss and answer questions
afterward (partner learning)
• Handout an outline of the presentation along with
my name and contact
• Introduce a short writing activity (currently read,
listen, and speak, but no writing)
• Activity focused on library (academic)
vocabulary