1

Elisabeth Trana

1. Definition of the User Group

This paper will focus on international students in an academic library setting. International
students in an academic library are a unique group. These students often have linguistic and cultural
struggles. The number of international students in universities around the world has been steadily growing
over the years. With the increase, academic libraries are needing to become more adaptable at meeting
the international students’ needs. This is because as Hughes mentions, “International students studying in
Australian universities have varying experiences of libraries and librarians” (2010, p. 1). Along with that,
according to Nzivo and Chaunfu, “international students require academic libraries to play a role in
helping them achieve their academic success” (2013, p.130). Both of those statements could be applicable
to any international student in any academic library. Many international students are not aware of all the
services offered by the library. Even if they are aware of these services, due to the differences in language
or even culture, they may not be able to access the services.

2. The Real-Life Contexts of the Users

International students have often had different experiences when using academic libraries. In
Hughes’ article, she discussed how students had previously perceived libraries before coming to the
Australian university library. She described how one student from Vietnam thought that he must pay for
the book to check it out (2010, p. 82). Another student, who had been from India, was only familiar with a
“closed access library collection” (2010, p. 82). That student said, “We ask the librarian and then ... she
note down all ... the details of the students in her book and whenever we need it we have to give our card
to her and give her the name of the book and it's she who give us the books” (Hughes, 2010, p.82). When
having to adjust to the Australian academic library, a girl from China stated that, "I had no idea how to …
borrow a book from the library and …and I didn't know how to use the catalogue .., and I just walk
around all the books until I find several books" (Hughes, 2010, p. 83). In S.D. Li’s article, she discusses
how students were impressed by the library structure, but unimpressed by the library’s noise level and its
cleanliness. She also discusses students attempts at using the library’s online system. Apparently, some
students found it somewhat easy to navigate, whereas others were confused. Most commonly, students
considered the librarians on the main floors of the library to be the most knowledgeable and useful for
when the student needed help. Likewise, they wished that these librarians were available on other floors
of the library (Li, S.D., 1998). Having different experiences and expectations for academic libraries can
create difficulties for international students in academic libraries around the world.

3. Related Theories, Models, and Approaches Applied in Related Research About This User Group

There have been many theories, models, and approaches applied to researching international
students in academic libraries. In Hughes’ study, she researched through the “lens of the relational model
of information literacy” (2010, p.79). Along with this model, she applied the “expanded critical incident
approach” (2010, p. 80). This approach uses five phases “Planning, Collection, Analysis, Interpretation
and Reflection” (Hughes, 2010, p.80). Open-ended interviews and observations were used for the data
collection. The analysis and interpretation led to the creation of a “word-picture that revealed the complex
nature of the international student’s information using experiences” (Hughes, 2010, p. 80). For Ishimura’s
research, he used Wilson’s conceptual model “to identify what kind of intervening factors affect students’
research process” (2013, p.22). Wilson’s model also includes the “concept of self-efficacy during seeking
 2

information” (Ishimura, 2013, p.22). Along with Wilson’s model, Ishimura also used the Association of
College and Research Libraries’ Information Literacy Competency Standards for Higher Education
(2013). A combination of the model and the standards was able to provide Ishimura with “a more
complete picture of a students’ information literacy competencies” (2013, p.23). Sin chose to use an
online questionnaire that used the Problem Solving Inventory to measure what a student’s problem
solving style was (2015). The Problem Solving Inventory is “a well-established psychometric instrument
with 35 items” that has three subscales (Sin, 2015, p.468). Along with the Problem Solving Inventory, the
questionnaire included sections on “the respondents' source uses, the level of difficulty experienced with
different information domains, the types of challenges affecting their ELIS, and demographic questions”
(Sin, 2015, p.468). X. Li, McDowell, and Wang’s approach included creating vernacular videos about the
libraries to promote libraries and their many uses. With these videos, X. Li et al. used the three cognitive
theories of “dual channels, limited capacity, and active processing” to ensure that the videos would come
across as useful but not overwhelming (As cited in X. Li et al., 2016, p. 330).

4. Methodologies and Techniques Used in Research for Determining Users’ Information Needs and
Behaviors

Various methodologies and techniques have been used to determine international students’
information needs and behaviors in an academic library. Hughes’ research studied 25 international
students currently attending two different Australian universities. This research was done using the
“expanded critical incident approach” which was based on the “critical incident technique” (Hughes,
2010, p.80). By observing incidents and interviewing students about them, Hughes was able to collect
data. This data was then analyzed and interpreted to discover the “international students’ information
using experiences and an array of information literacy strengths and needs” (2010, p.80). In Liu and
Winn’s research, interviews were used to study the information behavior of the Chinese international
students attending the University of Windsor in Canada. One unique aspect about how these interviews
were conducted was that they were conducted in Chinese, rather than being conducted in English (Liu &
Winn, 2009). By conducting the interviews in Chinese, it allowed the students to understand everything
without any language barrier and to relax without worrying about misunderstanding something (Liu &
Winn, 2009). In Ishimura’s research, he used three different techniques to collect his data for studying the
information behavior of Japanese students. He used research portfolios, in-depth semi-structured
interviews, and flowcharts (Ishimura, 2013). The research portfolios allowed Ishimura to gain in-depth
information regarding the students’ information behaviors (2013). “Students recorded evidence of
information behavior during their assignment tasks such as the search process, actions taken, reflection on
their actions, drafts and final products” (Ishimura, 2013, p.24). Once the data was collected, it was
“consolidated and analyzed using constant comparative methods” (Ishimura, 2013, p.24). For X. Li et al.,
after the vernacular videos were uploaded, surveys and focus groups were used to determine the
effectiveness of the videos. The UCB (University of Colorado Boulder) campus chose to email a short
survey to the specifically to the new Chinese students about the Chinese video. At UO (University of
Oregon), two focus groups were formed to discuss the Japanese and Chinese videos. Each group
contained six students that were Japanese for the Japanese video and Chinese for the Chinese video. After
they watched the video, they were asked several questions about the video and its effectiveness in
explaining library resources (X. Li et al. 2016). Schaffer et al. used surveys that were given out at the
door of the library at Troy University in Alabama (2010). The surveys were given to all students,
traditional or international, to understand if the need was truly an international student need or if the need
was something that every student had (2010). The survey used a Likert scale for the responses (Schaffer
et al., 2010). Sharman chose to combine quantitative and qualitative research methods in her research of
the international students attending the University of Huddersfield in the UK. First, Sharman distributed a
questionnaire to international students who were in the business program (2017). From there, Sharman
 3

used the questions from the survey in the retrospective process interviews along with using cognitive
mapping to complete her qualitative ethnographic methods (2017).

5. The Information Sources and Services Provided To and Used by This User Group

Technically, all your typical academic library sources and services are available for the
international students to use. However, as mentioned before linguistic or cultural struggles or even an
unawareness of these sources and services may cause them not to be used. In Zhou et al.’s research, it
shows the international student’s language preferences for library databases. The foreign language options
on the databases is a service that Zhou et al. suggests making the international students more aware of
(2007). X. Li et al.’s vernacular videos about library resources bring understanding to international
students about what is available at the library. A library colleague of X. Li et al. stated “These videos will
greatly enhance the understanding of library services available to international students. A project like
this is ideal for supporting international students in their academic goals, as well as their long term
success in the greater university setting. The project is both creative, as well as practical and meaningful”
(2016, p. 337).

6. Related Issues and Considerations to Better Serve the Users

There were several issues or considerations that were mentioned that could enable academic
librarians to better serve international students. To identify the issues, it is necessary to understand the
needs of these users first. In Hughes’ article, she identifies three main needs for the international students.
First is the need for “ongoing formal and informal interaction between library staff and international
students” (2010, p.86). The second need is being able “to identify learning needs associated with
international students’ perceptions (and misconceptions) of libraries and librarians” (2010, p.86). The
third need Hughes identified was the “need to develop strategies for addressing the identified learning
needs” (2010, p.86-87). S.D. Li’s findings were that most of the students mainly had questions or needs
about the library’s “hours, physical surroundings, materials, research tools, personnel, and copy services”
(1998, p.140). In Nzivo and Chaunfu’s article, it was determined that there was a need for more
multilingual options for e-resources and library instruction (2013). One issue that was identified by Nzivo
and Chuanfu was that often international students would ask their friends for help, rather than ask a
librarian (2013). Therefore, librarians should consider starting to interact with more of the international
students to better understand their needs (Nzivo & Chuanfu, 2013). Another issue discussed by Nzivo and
Chuanfu was the need for foreign resources to be published in other languages, specifically “a need to
publicize Asian resources and to have them written in non-Asian languages” (2013, p.136). Overall, it
seems like the most common issue that appears in all the studies was a consideration for more interaction
with librarians and more instructional services. By identifying these needs and issues, librarians will be
able to consider them, and hopefully, change their offered services accordingly

7. Major Takeaways From the Studies, Along With Practical Applications and Implications in
Providing Suitable Sources and Services to Users within an Information Ecology Context

There are many practical applications and implications from all the studies. However, the top
most practical application that seemed to appear in all the studies was the need for librarians to interact
more with the students and to become more aware of their needs. Along with that, most articles seemed to
stress the need for instruction times for international students to become familiar with all the resources
available at the library. In Liu and Winn’s article, it suggested providing pamphlets of basic library
information and resources offered in the student’s first language (2009). Sharman and Sin both seemed to
 4

conclude that libraries and universities should research how their international students seek information
and apply that knowledge to how the library changes. Zhou et al. suggests having libraries inform
international students when they first arrive about the library resources by having bibliographic sessions
(2007). X. Li et al. recommends incorporating visual media into reaching out to international students,
especially in the student’s native languages (2016).

8. Recommendations

Providing visual media with a focus on the student’s home language seems like an approach that
would be beneficial. Perhaps having a section within the library that would be specifically for
international students, with resources in different languages and a librarian that was specially trained to
help international students with searches would be a good idea. In that same section perhaps domestic
students could volunteer to help the international students with language learning or learning about
differences in culture. Another recommendation would be to provide student workers with training to help
international students, international students may be more willing to talk to student workers, rather than
actual librarians.
 5

References

Hughes, H. (2010). International Students’ Experiences of University Libraries and Librarians. Australian
Academic & Research Libraries. 41 (2), 77-89.

Ishimura, Y. (2013). Information Behavior and Japanese Students: How Can an Understanding of the
Research Process Lead to Better Information Literacy?. Public Services Quarterly. 9, 20-33.

Li, S.D. (1998). Library Services to Students With Diverse Language and Cultural Backgrounds. The
Journal of Academic Librarianship.139-143.

Li, X., McDowell, K., & Wang, X. (2016). Building bridges: outreach to international students via
vernacular language videos. Reference Services Review.44 (3). 324-340.
https://doi.org/10.1108/RSR-10-2015-0044

Liu, G. & Winn, D. (2009). Chinese Graduate Students and the Canadian Academic Library: A User
Study at the University of Windsor. The Journal of Academic Librarianship. 35 (6). 565-573.

Nzivo, C. N., & Chuanfu, C. (2013). International Students’ Perception of Library Services and
Information Resources in Chinese Academic Libraries. The Journal of Academic Librarianship.
39, 129-137.

Shaffer, C., Vardaman, L., & Miller, D. (2010) Library Usage Trends and Needs of International
Students. Behavioral & Social Sciences Librarian. 29:2, 109-117. DOI:
10.1080/01639261003742231

Sharman, A. (2017) Using ethnographic research techniques to find out the story behind international
student library usage in the Library Impact Data Project. Library Management 38 (1) 2-10,
https://doi.org/10.1108/LM-08-2016-0061

Sin, S.J. (2015). Demographic Differences in International Students' Information Source Uses and
Everyday Information Seeking Challenges. The Journal of Academic Librarianship. 41. 466-474.
http://dx.doi.org/10.1016/j.acalib.2015.04.003.

Zhou, F., Emanuel, J., & Jiao, S. (2007). International Students and Language Preferences in Library
Database Use. Technical Services Quarterly. 24 (4). 1-13. DOI: 10.1300/J124v24n04_01.