Lost In Translation? International Students & Non-English Information Literacy (IL)

1. Lost In Translation? International Students & Non-English Information Literacy (IL) Presented by Ethan Pullman Reference & Instruction Librarian University of Pittsburgh epullman@pitt.edu 8/14/2014 http://www.pitt.edu/~epullman/Presentations/LOEXPresentation.ppt (best viewed with IE)

2. PRESENTATION OBJECTIVES • BACKGROUND INFORMATION • THE PLANNING PROCESS • OUTCOMES OF THE SERVICE • DISCUSSION AND FEEDBACK

3. VIDEO: We Are Sinking (Berlitz, 2006)

4. WHAT THE LITERATURE SAYS:INTERNATIONAL STUDENTS & IL 3 ISSUES Language Culture Technology (Natowitz, 1995)

5. WHAT THE LITERATURE SAYS:INTERNATIONAL STUDENTS & IL THE CULTURAL DISCUSSION • Natowitz (1995) says: • Implicit in the literature is the question of whether international students will be seen as library users lacking the requisite cultural background, or as representatives of unique and valuable cultures, whose differences ought to be understood, responded to, and even appreciated. (p.5)

6. WHAT THE LITERATURE SAYS:INTERNATIONAL STUDENTS & IL THE TECHNOLOGY DISCUSSION • Jackson: Despite divide, IT literacy increasingly higher • Natowitz: Technology is tied to cultural context

7. WHAT THE LITERATURE SAYS:INTERNATIONAL STUDENTS & IL THE LANGUAGE DISCUSSION • Feldman/Howze: The Issue of Proficiency • Liestman/Zimmerman: Impacting competency and learning

8. WHAT THE LITERATURE SAYS: INTERNATIONAL STUDENTS & IL • Boer/Jackson, and others suggest: • Tutorials & Guides • Content redesign • Collaboration • Concerns: • Which language? Sustainability: staff, signs, etc? • Is non-English instruction a disservice?

9. ALL THINGS CONSIDERED: THE OLD FISHING DEBATE Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. -- A Chinese Proverb

10. THE PLANNING PROCESSWhere we were: 1997 - 2003 PARTNERING WITH THE ENGLISH LANGUAGE INSTUTUTE • IL classes to students enrolled in ELI • Three IL components: Library tour, database research, hands on practice • Mandatory Attendance. • Taught in English PARTNERSHIP WITH THE OFFICE OF INTERNATIONAL SERVICES (OIS) • IL classes to incoming students as part the general/overall orientation • Library tour and invitational sessions • Poor Attendance • Some open sessions offered in Chinese, Japanese, and Spanish

11. THE PLANNING PROCESS: Language Selection Enrollment Data Language Choice Staff Availability

12. THE PLANNING PROCESS: Revisiting Enrollment Office of International Services, University of Pittsburgh

13. THE PLANNING PROCESS: Enrollment by Region University of Pittsburgh Fact Book [http://www.ir.pitt.edu/factbook/index.htm]

14. THE PLANNING PROCESS: Enrollment by Country University of Pittsburgh Fact Book [http://www.ir.pitt.edu/factbook/index.htm]

15. THE PLANNING PROCESS: The Instructors • Special Collections Librarians: • East Asian Department Librarians. • Library Staff: • Intern Librarians? Instruction Staff? • Training NOTE: you need to investigate regarding issues relating to job description (does “other duties as assigned” make allowance?)

16. THE PLANNING PROCESS: The Instruction Sessions • Tour Component • Lecture: • Library web site • Library Catalog • Basic Research Methods (using a general database) • Hands-On • Scheduling

17. THE PLANNING PROCESSWhere we are: 2004 to present • IL offered in non-English and in English • IL includes tour, lecture, and hands-on • Improved interaction • Increased attendance

18. OUR EXPERIENCE: THE SESSIONS 113 Participants (54 China; 12 Japan; 13 Korea) %2 China/Korea %4 Japan Participation %53 Extremely Useful %33 Useful %4 Somewhat

19. OUR EXPERIENCE: THE STUDENTS 113 Participants (54 China; 12 Japan; 13 Korea) %.7 Always %2.2 Frequently %24.8 Sometimes %30.7 Rarely %24.1 Never %3.5 Other %10.6 None %21.2 Internet Sites %33.6 Books %67.3 Articles %23 No Experience %26 Library Class %31 Library Tour %42 Self Taught Research Challenges Seeking Help** Previous Library Experience ** Compared to %15 of surveys collected from English IL.

20. OUR EXPERIENCE: CHALLENGES ANSWERING LITERATURE CONCERNS • Sustainability of IL: Language, staff, services, etc. • Is non-English instruction a disservice?

21. WHAT’S IN OUR FUTURE • Creating non-English handouts, instruction materials, and tutorials. • Adding Spanish • Further Research Possibilities: • Measuring Pre and Post testing to measure actual learning • Compare learning between non-English and English participants

22. References Berlitz (2005). We are sinking. Retrieved April 28th, 2006, from http://video.google.com Boer, G. G. (1994, Winter). Designing a library instruction program for international students. Georgia Librarian, 31, 92-96. Brigham Young University (2006). Dr. John D. Bransford Presents at Benjamin Cluff, Jr. Lecture at McKay School. Retrievied May 1st, 2006, from http://education.byu.edu/news/2005_features/bransford_andrew_gibbons.html Feldman, Dick (1989, Fall). The international student and course-integrated instruction: The ESL instructor’s perspective. Research Strategies, 7, 159-166. Jackson, Pamela A. (2005). Incoming international students and the library: a survey. Reference Services Review, 33, 197-209. Jacobson, Trudi E. (Ed.) (2000). Teaching the new library to today's users: reaching international, minority, senior citizens, gay/lesbian, first generation, at-risk, graduate and returning students, and distance learners. New York : Neal-Schuman Publishers Liestman, Daniel, & Wu, Connie (1990, Fall). Library orientation of international students in their native language. Research Strategies, 8, 191-196. Natowitz, A. (1995, Winter). International students in U.S. academic Libraries: recent concerns and trends. Research Strategies, 13, 4-16. Zimmermann, S. (1995). Perception of intercultural communication competence and international student adaptation to an American campus. Communication Education, 44, 321-335.