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John Cabot University, Rome

8th AMICAL Conference April 27 – 30, 2011 Beirut, Lebanon. John Cabot University, Rome. Elisabetta Morani , Head Librarian Isabella Clough Marinaro , Professor Livia Piotto , Reference Librarian. CAMPUS FACILITIES. THE NEW TIBER CAMPUS Classrooms Student Services Tiber Lab

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John Cabot University, Rome

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  1. 8th AMICAL Conference April 27 – 30, 2011 Beirut, Lebanon John Cabot University, Rome ElisabettaMorani, Head Librarian Isabella Clough Marinaro, Professor LiviaPiotto, Reference Librarian

  2. CAMPUS FACILITIES THE NEW TIBER CAMPUS Classrooms Student Services Tiber Lab Cafeteria THE OLD GUARINI CAMPUS Classrooms Aula Magna Library Computer Labs Offices THE GIANICOLO RESIDENCE Dorms Housing offices Study room open 24/7 (residents only) Gym

  3. TEACHERS AND ACADEMIC PROGRAMS 13 MAJORS MULTICULTURAL FACULTY OVER 100 PROFESSORS, 85% ADJUNTS Got their final degree from • Art History • Business Administration • Classical Studies • Communications • Economics and Finance • English Literature • History • Humanistic Studies • International Affairs • International Business • Italian Studies • Marketing • Political Science 1-2% 21% 23% 41%

  4. STUDENTS, SPRING 2011 DEGREE-SEEKING AGE • 29% less than 21 YRS old • 26% 21 YRS old • 15% 22 YRS old • 30% over 22 YRS old GENDER • 57% FEMALE • 43% MALE PROVENANCE • 18% from international schools • 23% from US high schools • 31% from Italian high schools • From several different countries WORKLOAD (average): 4.5 courses STUDY ABROAD AGE • 9% less than 21 YRS old • 63% 21 YRS old • 25% 22 YRS old • 3% over 22 YRS old GENDER • 71% FEMALE • 29% MALE PROVENANCE • Coming from 141 different schools • 10% come alone, the others in groups from the same schools • 100% US WORKLOAD (average): 4 courses 75% 16% Other countries: 9%

  5. “Finding a space here is like finding a parking space in Rome!”Degree-seeking student

  6. FOCUS • Understand priorities for the project of expanding the library • Learn more about how our students study and do research • Foster collaboration with faculty

  7. “HYBRID” USERS… Still use the pen for note taking, in class assignments, outlines, highlighting, agendas and to do lists

  8. …NEED TABLES “We love tables!!!”

  9. SPARTAN HOUSING… Apartments shared by 4-6 people 2 out of 18 interviewees reported not having tables at home Average of books held at home: 3-7

  10. …HOMEY LIBRARY “The Library has all what you need: computers, nice staff, two different areas, one quiet and one for study groups, not too many books. It’s homey, relaxed, all the people know each other.” Study abroad student

  11. THE INTELLECTUAL HEART OF THE COMMUNITY “It’s small, but you study surrounded by books, and this expresses the role of the library, which is the place for the academic community. Studying is a deep personal experience, but must be shared” Degree-seeking student

  12. EACH MOOD HAS ITS OWN SPACE

  13. RESEARCH PRACTICES

  14. WHAT THEY ARE DOING WELL • Meet deadlines • Adapt to times and places • Juggle travelling or working and studying • Collaborate with peers • Dialogue with Professors • Use technologies • Do internet searches “We constantly talked, in class and via e-mail. It was a very dynamic relationship” “Google is the students’ best friend. After Wikipedia, to be honest”

  15. WHERE THEY GET STUCK • Framing / narrowing research questions • Keyword searching • Selecting appropriate resources • Evaluating sources • Understanding plagiarism • Availing themselves of support services (tutoring labs, writing center, etc.) • Work at the last minute, mostly at night, skipping outlines and editing “I start with big ideas and then I lose myself” “A source is good when it provides clear information and covers what I need [...] One source is better than using three different ones” “I wrote my paper in one day and it was probably the weekend before we had to hand it in”

  16. CONCLUSIONS FROM A FACULTY PERSPECTIVE • Faculty have an almost exclusive role in guiding students’ research • We are therefore the key to • Encouraging students to use library resources and reference services • Guiding students to appropriate support services • Training students in time management and essay-writing process • Fostering information literacy “I believe that the library can become more appealing first of all when the professors give instruction to use the library. That’s how it would start”

  17. SUGGESTIONS FOR ACTION • Propose Learning and Teaching Center integrating library, academic support services and faculty • The Center may start with organizing faculty development workshops on: • Services, resources and research tools available in the library • Embedding information literacy in course assignments • Outlining a progression of discrete phases towards the final research paper

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