Introduction

 

As the fifth largest service sector export, U.S. higher education attracts students from about 180 countries. Also known as foreign students, they not only bring cultural diversity and distinct perspectives to academia, but also contribute US$13.5 billion to the national economy. For the past seven years, the United States has hosted more than a half-million students, reaching its peak in 2003 (586,323). In 2006, the number reached 564,766. The top five states with most international students are California, New York, Texas, Massachusetts and Florida; the top five institutions that enroll most international students are the University of Southern California, Columbia University, Purdue University (main campus), New York University and the University of Texas, Austin. Business & Management and Engineering are the main fields of study. The majority of students come from Asia, accounting for 58% of the total (Institute of International Education, 2006).

 

Challenges

 

Studies have identified several factors that may hinder international students’ access to library resources and academic success, which broadly fall in the following areas: cultural and linguistic backgrounds, learning styles and behaviors, technical skills, awareness and expectations of library services and anxiety.

 

Most researchers note that communication in a foreign language presents various difficulties to students. Some librarians assume that international students’ English skills are sufficient for university work (Mood, 1982). Moreover, the focus on teaching grammar and reading abroad most likely explains poor listening skills (Wayman, 1984). Librarians should identify speech patterns, listen to words instead of intonation, be tactful when asking questions and making comments about a student’s cultural background and learn foreign languages and cultures (Sarkodie-Mensah, 1994). While Liu & Redfern (1997) argue that the level of academic success is closely linked to English proficiency, frequency of library use and reference desk inquiries, Li’s study (1998) reveals that users did not consider their linguistic and cultural backgrounds as obstacles.

 

Students might not be aware of the full range of library services because the concept of a library differs significantly in many countries. In some places, libraries do not exist, are not easily accessible or only serve as study halls (Mood 1982). In fact, “the concept of library service may be unknown, there may be no reference librarians who instruct in the use of the library” (Wayman, 1984, p. 399). Thus, while most American students find the following resources familiar, they are new to their international cohorts: interlibrary loan, microfiche, microfilm, computer database literature searches, photocopy machines, online catalogs and workshops, open stacks, large collections, classroom instruction in the library, writing centers, etc. (Wayman,1984; Allen, 1993). Because of the limitation of library services and different education systems in his home country, “the foreign student therefore does not have the habit of asking reference librarians for assistance and often does not have any need to: higher education in many countries is less independent than in U.S. colleges” (Mood, 1982, p. 177). Moreover, Liu & Redfern (1997) reveal that the reasons for which some not very successful Asian students seldom used the reference desk services are linked to their cultural background: “afraid of asking stupid questions; afraid of English not being good enough; afraid of not understanding answers well; never think of asking reference questions; does not know what a reference librarian does” (p. 353). On the other hand, Curry and Copeman’s study (2005) analyzes the interaction between reference librarians and an international student who spoke a heavily accented English. While the student found most librarians culturally competent and patient, she noticed that their patience decreased as the interview developed and felt rushed to end the consultation.

 

 

Recommendations

 

Although making specific recommendations for such a wide array of issues faced by students and libraries is not an easy task, researchers offer useful suggestions, some of which have been put into practice successfully.

 

• Outreach program development

 

* Contact the Office of International Students to find out about the enrollment of international students and which groups are likely to have problems with academic and linguistic adjustment.

* Attend meetings sponsored by international students (clubs, open houses, etc.).

* Offer the library as a meeting place.

* Include a “letter of welcome” from the library in orientation packages.

* Leave library guides and other materials at the international student lounge.

* Appoint a library liaison for international students, cultural centers, etc.

* Translate handouts, library guides, etc. into foreign languages. Display multilingual library service guides in the reference area and on the library homepage.

* Offer special library orientation workshops and research methods classes for graduate and undergraduate international students (longer sessions are recommended).

* Make a list of library staff and students who can translate and interpret.

* Invite bilingual students to interpret during tours or workshops.

* Purchase foreign language materials.

 

• Staff training

 

* Enroll in foreign language and culture classes.

* Invite international students and experts to speak on cross-cultural communication, nonverbal communication, cultural learning preferences, etc.

* Compile a bibliography of articles related to communication with international students and have copies available in library staff lounges.

 

• Communication and learning styles

 

* Keep in mind that many international students learn from observation and imitation, thus, lengthy spoken instructions might not be the best approach.

* Include hands-on activities and foster participation in instructional workshops.

* Avoid complex sentence structure and vocabulary (passive voice, excessive use of the negative, etc.)

* Define and repeat important concepts; use synonyms.

* Avoid unnecessary library jargon.

* Avoid slang, allusion, metaphoric language, humor, and unfamiliar references.

* Check for comprehension.

* Use more visual aids in presentations.

* Make explanations relevant to student’s “lifeworld.”

 

(Mood, 1982; Wayman, 1984; Greenfield, 1986; Sarkodie-Mensah, 1992; Allen, 1993; Liu & Redfern, 1997; Chau, 2002-2003; Curry and Copeman, 2005).

 

 

References

 

Allen, M. B. (1993). International students in academic libraries: a user survey. CLR, 54, 323-333.

 

Chau, M. Y. (2002/2003). Helping hands: serving and engaging international students (Electronic version). The Reference Librarian, 79/80, 383-393.

 

Curry, A., & Copeman, D. Reference service to international students: a field stimulation research study (Electronic version). The Journal of Academic Librarianship, 31, 409-420.

 

Institute of International Education. (2006). Opendoors 2006 Fast Facts. Retrieved November 17, 2006, from http://opendoors.iienetwork.org/

 

Greenfield, L., Johnston, S., & Williams, K. (1986). Educating the world: training library staff to communicate effectively with international students (Electronic version). The Journal of Academic Librarianship, 12, 227-231.

 

Li, S. D. (1998). Library services to students with divers language and cultural backgrounds (Electronic version). The Journal of Academic Librarianship, 24, 139-143.

 

Liu, M., & Redfern, B. Information-seeking behavior of multicultural students: a case study at San Jose State University. CLR, 58, 348-354.

 

Mood, T. A. (1982). Foreign students and the academic library. RQ, 22, 175-180.

 

Sarkodieh-Mensah, Kwasi. (1992). Dealing with international students in a multicultural era (Electronic version). The Journal of Academic Librarianship, 18, 214-216.

 

Wayman, S. G. (1984). The international student in the academic library (Electronic version). The Journal of Academic Librarianship, 9, 336-341.

 

Alejandro Lee Chan