Analysis of Japanese undergraduate students’
information behaviour during academic tasks in a
Canadian university


      ...
Agenda
2




    •   Why international students?


    •   Aims of the research


    •   Methodology




    Y. ISHIMURA ...
International Student Population
                 Trends in Canada
3




                 80,000                          ...
Why Recruit International
    Students?
4



    •      To promote campus internationalisation

    •      To obtain finan...
Information Literacy
5




     Information literate individuals recognise information needs
     and are able to find, ev...
Information Explosion
6




    Y. ISHIMURA   EBSI-SIS Symposium   27 March, 2009
Why Is Information Literacy
    Important?
7




                                        Finding
                         ...
Barriers to Information Access and
    Use in North America
8


                                             •    Language...
Struggles. . .
9




    Y. ISHIMURA      EBSI-SIS Symposium   27 March, 2009
Limitations of Previous Studies
10


     •      Dealing with “international students”
     •      Based on students’ self...
Is This True?
11

     Question:How do you usually “start” to locate wanted information?
                                 ...
Research Questions
12




     This study is guided by a primary question with two secondary
     questions:
        What...
Information Behaviour vs.
     Information Literacy
13



        Information behaviour                  Information liter...
Information Literacy Competency
         Standards for Higher Education
14



     •   Created by Association of College
 ...
Information Literacy Standard #2
15


         Standard #2:
         The information literate student accessesneeded infor...
Research Framework
16



                                                        Students’ behaviour during academic tasks...
Participants in My Study
17


     •   Japanese students as primary population
          •   Lessen diversity within popul...
Methodology
18


        Paper trail (journal and search log)
             Recording of their research process
         ...
Significance of the Study
19


     •   Providing foundation for understanding international
         (Japanese) students’...
Selected Bibliography
20

     American Library Association (1989). Presidential committee on information literacy: Final ...
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Analysis of Japanese Undergraduate Students’ Information Behaviour During Academic Tasks in a Canadian University

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  • Academic libraries struggle to answer the question of how they can provide support for international students with diverse needs, experiences, and expectations.
  • Analysis of Japanese Undergraduate Students’ Information Behaviour During Academic Tasks in a Canadian University

    1. 1. Analysis of Japanese undergraduate students’ information behaviour during academic tasks in a Canadian university School of Information Studies Ph.D. Student Yusuke ISHIMURA
    2. 2. Agenda 2 • Why international students? • Aims of the research • Methodology Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    3. 3. International Student Population Trends in Canada 3 80,000 20,000 70,000 18,000 16,000 60,000 China 14,000 United States 50,000 Population Population 12,000 France 40,000 10,000 India Korea, South 30,000 8,000 Japan 6,000 Iran 20,000 4,000 Hong Kong 10,000 Mexico 2,000 Pakistan 0 0 1995 1998 2001 2004 1995 1998 2001 2004 Year Year Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    4. 4. Why Recruit International Students? 4 • To promote campus internationalisation • To obtain financial contributions to universities and local community • To recruit candidates for immigration and to buildconnections to other countries • To stabiliseenrollment levels Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    5. 5. Information Literacy 5 Information literate individuals recognise information needs and are able to find, evaluate, and use information effectively to solve a particular problem or make a decision (American Library Association, 1989). Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    6. 6. Information Explosion 6 Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    7. 7. Why Is Information Literacy Important? 7 Finding topics Locating Writing information Academic tasks Using Evaluating information information Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    8. 8. Barriers to Information Access and Use in North America 8 • Language • Listening Culture Language • Reading in general • Writing Culture • Speaking in academe • Culture in academe • Faculty’s expectations • Teaching style • Intellectual honesty • Library systems Barriers to information access and use • Culture in general • Culture shock • Communication system Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    9. 9. Struggles. . . 9 Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    10. 10. Limitations of Previous Studies 10 • Dealing with “international students” • Based on students’ self-assessment • Empirical versus librarians’ anecdotes • Methodology selection • Reassemble previous recommendations • Students DO demonstrate various strategies to overcome their barriers Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    11. 11. Is This True? 11 Question:How do you usually “start” to locate wanted information? From Liao, Y., Finn, M., & Lu, J. (2007). Int’l students 1% 10% US students 2% 10% 2% 4% 8% 5% 29% 9% 49% 13% 17% 41% Classmates/Faculty Reference resources Classmates/Faculty Reference resources Textbooks/lecture Online catalogue Textbooks/lecture Online catalogue E-resources Internet E-resources Internet Others Others Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    12. 12. Research Questions 12 This study is guided by a primary question with two secondary questions:  What are Japanese students’ information behaviours during their research tasks?  What factors (e.g., personality, education, and language) influence information behaviour during the research task?  To what extent do the behaviours demonstrate information literacy? Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    13. 13. Information Behaviour vs. Information Literacy 13 Information behaviour Information literacy (Wilson, 1999) (American Library Association, 1989) Information needs Recognising information needs Information seeking Finding information Information use Evaluating and using information Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    14. 14. Information Literacy Competency Standards for Higher Education 14 • Created by Association of College and Research Libraries Standard #1 (ACRL, 2000) Know • Framework for assessing Standard #5 Standard #2 individuals’ information literacy Ethical / Legal Access skills • 5 standards and 22 performance indicators Standard #4 Standard #3 • Includes ranges of outcomes Use Evaluate Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    15. 15. Information Literacy Standard #2 15 Standard #2: The information literate student accessesneeded information effectively and efficiently. • Outcomes: • Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system • Identifies keywords, synonyms and related terms for the information needed • Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters • Uses various search systems to retrieve information in a variety of formats • Identifies gaps in the information retrieved and determines if the search strategy should be revised
    16. 16. Research Framework 16 Students’ behaviour during academic tasks Information behaviour model (Process oriented) Affects Information Information Information Context Personal needs seeking use Psychological Social Cultural Corresponds with Linguistic Educational Outcomes Outcomes Outcomes Information literacy standards (Outcome oriented) Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    17. 17. Participants in My Study 17 • Japanese students as primary population • Lessen diversity within population • Language skills • Foundation from previous study • Students majoring in Humanities • 3rd or 4th year students • Likely to have writing assignments Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    18. 18. Methodology 18  Paper trail (journal and search log)  Recording of their research process  Reflection on their behaviour  Search strategy and results  Flowchart  Process and decision making points  Interviews  Deep understanding of the behaviour and skills  Final product  Analysis of integration and use of information Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    19. 19. Significance of the Study 19 • Providing foundation for understanding international (Japanese) students’ research skills as needed for academic success • Contributing newknowledgeto the field of Library and Information Science • Providing opportunities for academic librarians to better preparefor the emerging student population Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009
    20. 20. Selected Bibliography 20 American Library Association (1989). Presidential committee on information literacy: Final report. Retrieved December 18, 2007, from http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm Association of Universities and Colleges of Canada (2002). Making Canada more attractive to international students. Retrieved March 29, 2008, from http://www.aucc.ca/_pdf/english/reports/2002/foreignstu_e.pdf Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Chicago: Association of College and Research Libraries. Eisenberg, M., Lowe, C. A., & Spitzer, K. L. (2004). Information literacy: Essential skills for the information age (2nd ed.). Westport, CT: Libraries Unlimited. Ishimura, Y. (2007). Information literacy in academic libraries: Assessment of Japanese students' needs for successful assignment completion in two Halifax universities. Unpublished master's thesis, Dalhousie University, Halifax, Nova Scotia, Canada. Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information services. Norwood, NJ: Ablex. Kuhlthau, C. C. (1995). The process of learning from information. School Libraries Worldwide, 1(1), 1-12. Liao, Y., Finn, M., & Lu, J. (2007). Information-seeking behavior of international graduate students vs. American graduate students: A user study at Virginia Tech 2005. College & Research Libraries, 68(1), 5-25. Statistics Canada (2007). University enrolments for international students, by institution, and by country of citizenship, annual (number), 1995/1996 to 2004/2005. Retrieved December 10, 2007, from Postsecondary Student Information System (PSIS). Varga-Atkins, T., & Ashcroft, L. (2004). Information skills of undergraduate business students: A comparison of UK and international students. Library Management, 25(1/2), 39-55. Y. ISHIMURA EBSI-SIS Symposium 27 March, 2009

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