Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Approaches to Learning Information Literacy: A Phenomenographic Study

This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, understanding, accessing and translating information.

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Understanding the information literacy experiences of EFL (English as a foreign language) students

Purpose – The purpose of this paper is to report on a study conducted about international students’ use of academic libraries at three campuses: a medium‐sized private institution, a state university, and a small private school. In light of a growing number of international students on US campuses, the paper has questions about why they do or do not visit the library, their use of media, and their preferred information and communication resources. The study offers suggestions for ways to make the library more central to the students' experiences.Design/methodology/approach – The investigators collected data from a review of relevant literature, an analysis of academic library web sites that offer information for international students, a poll of listservs, surveys of students, and focus groups. The information was analyzed for themes or trends that could influence the provision of services.Findings – International students are an underserved population who use the library primarily as a place for study. A...

Rethinking the library for the international student community

Are Librarians Equipped to Teach International Students? A Survey of Current Practices and Recommendations for Training

Purpose – To describe the challenges involved in developing and delivering a pilot library skills course to a group of international bridging studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges.Design/methodology/approach – The paper documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined.Findings – The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process.Research limitations/impl...

Crossing a bridge: The challenges of developing and delivering a pilot information literacy course for international students

The article fits into the category of Case Study as defined by the Emerald Publishing Group : 
Describes actual interventions or experiences within organisations. May well be subjective and will not generally report on research.

Purpose 
To describe the challenges involved in developing and delivering a pilot library skills course to a group of international Bridging Studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges. 

Design / Methodology / Approach 
The article documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined. 

Findings 
The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process. 

Research limitations / implications
The project is still at a pilot stage of development. The paper provides a short-term view of one small academic library‘s experience of working with international students. No full-scale student survey has been conducted to date. 

Practical implications
This account of WIT Libraries experience of developing and delivering an accredited information skills course for the Bridging Studies group is likely to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. 

Originality / value
Offers practical solutions for libraries in similar positions. The successful diversification of the traditional library role is likely to be of interest to all members of the library profession. 

Keywords: Academic libraries, ESL, Information literacy, International students, Learning outcomes, Learning support, User education

Crossing a bridge: The challenges of developing & delivering a pilot information literacy course for international students

The purpose of this paper is to describe the process involved in re-designing Waterford Institute of Technology (WIT) Libraries’ information literacy programme for first year students. It is written by some of the members of the library learning support team, who deliver the programme. It describes the steps involved in the programme’s development and design, discusses the pedagogical principles that influenced the initiative, and summarises the evaluations we have undertaken to date. These evaluations have yielded positive informal and formal feedback from the students and lecturers who participated in the programme. The value of a pedagogically sound, active learning approach to information literacy training is highlighted throughout the results.

Learning by Doing: Re-designing the First Year Information Literacy Programme at Waterford Institute of Technology (WIT) Libraries

The need for learning support programmes in academic libraries is discussed. The development and progress of WIT Libraries programme, from its origin in 1996 to its present day initiatives, is documented. The service began on a small scale in a small library building in 1996. Today, seven years and a new library building later, the service is going from strength to strength. Advances have been made in line with learner needs and expectations and according to the goals of the Library Strategic Plan. The programme currently consists of a number of modules, including a specific programme for first years, one for second to final years and tailored research sessions for postgraduates and staff. Furthermore, it incorporates a combination of modes of delivery. Face‐face training is complemented by an evolved online element.

On the cat‐walk: WIT libraries learning support model

The purpose of this paper is to describe the process involved in re-designing Waterford Institute of Technology (WIT) Libraries’ information literacy programme for first year students. It is written by some of the members of the library learning support team, who deliver the programme. It describes the steps involved in the programme’s development and design, discusses the pedagogical principles that influenced the initiative, and summarises the evaluations we have undertaken to date. 

These evaluations have yielded positive informal and formal feedback from the students and lecturers who participated in the programme. The value of a pedagogically sound, active learning approach to information literacy training is highlighted throughout the results. 

By providing constructive solutions for incorporating active learning into library user education programmes, this paper is expected to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. It is likely to be of particular interest to librarians involved in information literacy education.

/pdf/learning-by-doing-reactivating-the-learning-support-1qg6pb1h5q.pdf

Tina Hurley

Papers

Crossing a bridge: The challenges of developing and delivering a pilot information literacy course for international students

Crossing a bridge: The challenges of developing & delivering a pilot information literacy course for international students

Learning by Doing: Re-designing the First Year Information Literacy Programme at Waterford Institute of Technology (WIT) Libraries

On the cat‐walk: WIT libraries learning support model

Learning by Doing – Reactivating the Learning Support Programme at WIT Libraries