Comparison of domestic & international students | What does their research process tell us about their information literac...
CONTEXT OF THE STUDY<br />April 20, 2011<br />Ishimura & Bartlett<br />2<br />
Information literacy1<br />“To be information literate, a person must be able to recognizewhen information is needed and h...
International student population2<br />2.8x<br />1.5x<br />April 20, 2011<br />Ishimura & Bartlett<br />4<br />
Top 5 countries of origin3<br />April 20, 2011<br />Ishimura & Bartlett<br />5<br />
Reasons for accepting international students4<br />April 20, 2011<br />Ishimura & Bartlett<br />6<br />
Research on international students5<br />April 20, 2011<br />Ishimura & Bartlett<br />7<br />
Differences between two groups<br /><<br />><br />=<br />?<br />International<br />Domestic<br />April 20, 2011<br />Ishim...
Academic libraries and international students6<br />Students<br />Librarians<br />Diverse <br />experience<br />Diverse <b...
METHODS<br />April 20, 2011<br />Ishimura & Bartlett<br />10<br />
April 20, 2011<br />Ishimura & Bartlett<br />11<br />
Participants in the study<br />Undergraduate students taking 300-400 level courses<br />Japanese students<br />Born in Jap...
Research questions<br />What are Japanese students’ information behaviours during their research tasks as compared to Cana...
Conceptual framework8<br />Information behaviour model <br />(Process oriented)<br />Information needs<br />Information us...
Educational
Linguistic
Personal
Psychological
Social  </li></ul>Potential<br />effects<br />Corresponds with<br />Outcomes<br />Outcomes<br />Outcomes<br />Information ...
Data collection<br />April 20, 2011<br />Ishimura & Bartlett<br />15<br />
Data collection schedule<br />Start<br />Assignment submission <br />Start<br />End<br />1st interview<br /><ul><li> Guida...
 Past experience</li></ul>2nd interview<br /><ul><li> Contemporary experience
 Reflection on meaning</li></ul>Making flowchart<br />Portfolio analysis<br />Full analysis starts<br />April 20, 2011<br ...
April 20, 2011<br />Ishimura & Bartlett<br />17<br />
FINDINGS<br />April 20, 2011<br />Ishimura & Bartlett<br />18<br />
Process overview<br />Feedback<br />Information needs<br />Information seeking<br />Information use<br />Information needs...
Participant: J7<br />
Participant: C7<br />
Assignment Characteristics<br />April 20, 2011<br />Ishimura & Bartlett<br />24<br />
Assigned topics<br />“We got an assignment sheet [list of topics]. What I did first was read it. But most topics on the sh...
Step-by-step (Guideline sample)<br />CHOOSE SOCIAL JUSTICE ORGANIZATION TO PROFILE (must be confirmed by Jan 27): <br />Si...
Full list of references including active webpage links to all source </li></ul>Info submitted in class: <br /><ul><li>FIRS...
Copies of any literature not available on-line (brochures, articles from books, etc) </li></ul>PEER REVIEW (10%): (Assigne...
Confirmation that all references to active webpages are working
Confirmation that the SJO contact name and contact information is correct
Return all copies of literature received with initial profile </li></ul>FINAL DRAFT (8%): DUE MARCH 29 <br />Upload to Moo...
April 20, 2011<br />Ishimura & Bartlett<br />27<br />
Free topics<br />cont.<br />April 20, 2011<br />Participant: C5<br />Ishimura & Bartlett<br />28<br />
Personal strategies<br />April 20, 2011<br />Ishimura & Bartlett<br />29<br />
April 20, 2011<br />Ishimura & Bartlett<br />30<br />
Past experience<br />Previous learning experience (e.g., high school, past classes)<br />How to conduct research<br />How ...
April 20, 2011<br />Ishimura & Bartlett<br />32<br />
April 20, 2011<br />Ishimura & Bartlett<br />33<br />
Personal strategies<br />Trial & error<br />Developed own research style<br />Don’t know what to do <br />Too much focus o...
April 20, 2011<br />Ishimura & Bartlett<br />35<br />
April 20, 2011<br />Ishimura & Bartlett<br />36<br />
Others<br />April 20, 2011<br />Ishimura & Bartlett<br />37<br />
Time management skills<br />April 20, 2011<br />Ishimura & Bartlett<br />38<br />
More sources<br />April 20, 2011<br />Ishimura & Bartlett<br />39<br />
Why more sources?<br />“So the one way is to include only what you have to, and the other one is to include everything to ...
Help from others<br />April 20, 2011<br />Ishimura & Bartlett<br />41<br />
April 20, 2011<br />Participant: J2<br />Ishimura & Bartlett<br />42<br />
April 20, 2011<br />Ishimura & Bartlett<br />43<br />
April 20, 2011<br />Ishimura & Bartlett<br />44<br />
Participant: C4<br />
cont.<br />
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Comparison of domestic & international students: What does their research process tell us about their information literacy skills?

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Paper presented at the Librarians’ Information Literacy (LILAC) Annual Conference, London, United Kingdom

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  • Top 3 in the US: 43%Top 2 in canada: 35%
  • Comparison of domestic & international students: What does their research process tell us about their information literacy skills?

    1. 1. Comparison of domestic & international students | What does their research process tell us about their information literacy skills?<br />School of Information Studies<br />McGill University<br />Yusuke Ishimura & Joan C. Bartlett<br />
    2. 2. CONTEXT OF THE STUDY<br />April 20, 2011<br />Ishimura & Bartlett<br />2<br />
    3. 3. Information literacy1<br />“To be information literate, a person must be able to recognizewhen information is needed and have the ability to locate, evaluate, and useeffectively the needed information.”<br />April 20, 2011<br />Ishimura & Bartlett<br />3<br />
    4. 4. International student population2<br />2.8x<br />1.5x<br />April 20, 2011<br />Ishimura & Bartlett<br />4<br />
    5. 5. Top 5 countries of origin3<br />April 20, 2011<br />Ishimura & Bartlett<br />5<br />
    6. 6. Reasons for accepting international students4<br />April 20, 2011<br />Ishimura & Bartlett<br />6<br />
    7. 7. Research on international students5<br />April 20, 2011<br />Ishimura & Bartlett<br />7<br />
    8. 8. Differences between two groups<br /><<br />><br />=<br />?<br />International<br />Domestic<br />April 20, 2011<br />Ishimura & Bartlett<br />8<br />
    9. 9. Academic libraries and international students6<br />Students<br />Librarians<br />Diverse <br />experience<br />Diverse <br />expectations<br />Library <br />services<br />Diverse <br />needs<br />April 20, 2011<br />Ishimura & Bartlett<br />9<br />
    10. 10. METHODS<br />April 20, 2011<br />Ishimura & Bartlett<br />10<br />
    11. 11. April 20, 2011<br />Ishimura & Bartlett<br />11<br />
    12. 12. Participants in the study<br />Undergraduate students taking 300-400 level courses<br />Japanese students<br />Born in Japan<br />Japanese as first language<br />Primarily educated in Japan<br />Canadian students<br />Raised in Canada<br />English as first language<br />Primarily educated in Canada<br />April 20, 2011<br />Ishimura & Bartlett<br />12<br />
    13. 13. Research questions<br />What are Japanese students’ information behaviours during their research tasks as compared to Canadian students?<br />What factors (e.g., personal, social, and linguistic) are involved in information behaviour during the research task?<br />What are their actual behaviours in relation to information literacy standards?<br />What differences and similarities in behaviour exist between the two groups of students? <br />April 20, 2011<br />Ishimura & Bartlett<br />13<br />
    14. 14. Conceptual framework8<br />Information behaviour model <br />(Process oriented)<br />Information needs<br />Information use<br />Information seeking<br />Users’ context<br /><ul><li>Cultural
    15. 15. Educational
    16. 16. Linguistic
    17. 17. Personal
    18. 18. Psychological
    19. 19. Social </li></ul>Potential<br />effects<br />Corresponds with<br />Outcomes<br />Outcomes<br />Outcomes<br />Information literacy standards<br />(Quality oriented)<br />April 20, 2011<br />Ishimura & Bartlett<br />14<br />
    20. 20. Data collection<br />April 20, 2011<br />Ishimura & Bartlett<br />15<br />
    21. 21. Data collection schedule<br />Start<br />Assignment submission <br />Start<br />End<br />1st interview<br /><ul><li> Guidance for the study
    22. 22. Past experience</li></ul>2nd interview<br /><ul><li> Contemporary experience
    23. 23. Reflection on meaning</li></ul>Making flowchart<br />Portfolio analysis<br />Full analysis starts<br />April 20, 2011<br />Ishimura & Bartlett<br />16<br />
    24. 24. April 20, 2011<br />Ishimura & Bartlett<br />17<br />
    25. 25. FINDINGS<br />April 20, 2011<br />Ishimura & Bartlett<br />18<br />
    26. 26. Process overview<br />Feedback<br />Information needs<br />Information seeking<br />Information use<br />Information needs<br />Information seeking<br />Information use<br />April 20, 2011<br />Feedback<br />Ishimura & Bartlett<br />19<br />
    27. 27. Participant: J7<br />
    28. 28.
    29. 29. Participant: C7<br />
    30. 30.
    31. 31. Assignment Characteristics<br />April 20, 2011<br />Ishimura & Bartlett<br />24<br />
    32. 32. Assigned topics<br />“We got an assignment sheet [list of topics]. What I did first was read it. But most topics on the sheet had not been covered in class yet. So when I asked my friends, their reaction was ‘I don’t know these either!’ So, I quickly looked at the questions and thought about how to answer them. If I thought of something, I felt like I could write. So I could eliminate some topics this way.” J6<br />April 20, 2011<br />Ishimura & Bartlett<br />25<br />
    33. 33. Step-by-step (Guideline sample)<br />CHOOSE SOCIAL JUSTICE ORGANIZATION TO PROFILE (must be confirmed by Jan 27): <br />Sign-up sheet in class from January 20. If you want to study an organization not included on the list discuss with professor prior to commencing research. <br />FIRST DRAFT (10%): DUE MARCH 1 <br />Information uploaded on Moodle should include: <br /><ul><li>first draft of the profile (DO NOT INCLUDE YOUR NAME ON THE PROFILE FILE)
    34. 34. Full list of references including active webpage links to all source </li></ul>Info submitted in class: <br /><ul><li>FIRST DRAFT FORM (available from Moodle page) with:
    35. 35. Copies of any literature not available on-line (brochures, articles from books, etc) </li></ul>PEER REVIEW (10%): (Assigned in class March 3) DUE MARCH 17 <br />Information uploaded to Moodle should include: <br /><ul><li>All editing recommendations for the profile saved using the TRACK CHANGES option </li></ul>Info submitted in class: <br /><ul><li>PEER REVIEW FORM (received on March 3)
    36. 36. Confirmation that all references to active webpages are working
    37. 37. Confirmation that the SJO contact name and contact information is correct
    38. 38. Return all copies of literature received with initial profile </li></ul>FINAL DRAFT (8%): DUE MARCH 29 <br />Upload to Moodle REVISED profile as per comments by peer review editor and professor. <br />April 20, 2011<br />Ishimura & Bartlett<br />26<br />
    39. 39. April 20, 2011<br />Ishimura & Bartlett<br />27<br />
    40. 40. Free topics<br />cont.<br />April 20, 2011<br />Participant: C5<br />Ishimura & Bartlett<br />28<br />
    41. 41. Personal strategies<br />April 20, 2011<br />Ishimura & Bartlett<br />29<br />
    42. 42. April 20, 2011<br />Ishimura & Bartlett<br />30<br />
    43. 43. Past experience<br />Previous learning experience (e.g., high school, past classes)<br />How to conduct research<br />How to search for information<br />How to cite information<br />How to write research papers<br />Previous library instruction<br />In-person<br />Online<br />Good guidance from faculty on how to construct a paper<br />April 20, 2011<br />Ishimura & Bartlett<br />31<br />
    44. 44. April 20, 2011<br />Ishimura & Bartlett<br />32<br />
    45. 45. April 20, 2011<br />Ishimura & Bartlett<br />33<br />
    46. 46. Personal strategies<br />Trial & error<br />Developed own research style<br />Don’t know what to do <br />Too much focus on research process<br />Found something new by chance<br />Subject search on OPAC<br />Subject guide <br />Boolean operators and truncation <br />Source preference<br />Avoided using OPAC<br />Databases<br />Google (including Google Scholar)<br />April 20, 2011<br />Ishimura & Bartlett<br />34<br />
    47. 47. April 20, 2011<br />Ishimura & Bartlett<br />35<br />
    48. 48. April 20, 2011<br />Ishimura & Bartlett<br />36<br />
    49. 49. Others<br />April 20, 2011<br />Ishimura & Bartlett<br />37<br />
    50. 50. Time management skills<br />April 20, 2011<br />Ishimura & Bartlett<br />38<br />
    51. 51. More sources<br />April 20, 2011<br />Ishimura & Bartlett<br />39<br />
    52. 52. Why more sources?<br />“So the one way is to include only what you have to, and the other one is to include everything to show the research you did as a part of the grading thing. I am focusing on the paper. I feel like the paper should speak for itself. The bibliography is a formality at that point. So, yeah, both are, I think, normal at some point. I am really trying to imitate the article I read…. So this one only used 5 [sources]...” C2 <br />April 20, 2011<br />Ishimura & Bartlett<br />40<br />
    53. 53. Help from others<br />April 20, 2011<br />Ishimura & Bartlett<br />41<br />
    54. 54. April 20, 2011<br />Participant: J2<br />Ishimura & Bartlett<br />42<br />
    55. 55. April 20, 2011<br />Ishimura & Bartlett<br />43<br />
    56. 56. April 20, 2011<br />Ishimura & Bartlett<br />44<br />
    57. 57. Participant: C4<br />
    58. 58. cont.<br />
    59. 59. Students tended not to seek help from librarians . . . <br />April 20, 2011<br />Ishimura & Bartlett<br />47<br />
    60. 60. April 20, 2011<br />Ishimura & Bartlett<br />48<br />
    61. 61. What are The differences?<br />April 20, 2011<br />Ishimura & Bartlett<br />49<br />
    62. 62. Differences between the two groups<br />Searching for information in Japanese to supplement English skills<br />Slower process due to language barriers<br />Some Japanese students showed relatively weaker research skills than Canadian students<br />Where to search<br />How to search<br />Understanding of academic expectations (e.g., using outside sources and critical analysis)<br />Domestic students’ behaviour has large impact on how Japanese students behave<br />April 20, 2011<br />Ishimura & Bartlett<br />50<br />
    63. 63. New tools<br />April 20, 2011<br />Ishimura & Bartlett<br />51<br />
    64. 64. April 20, 2011<br />Ishimura & Bartlett<br />52<br />
    65. 65. April 20, 2011<br />Ishimura & Bartlett<br />53<br />
    66. 66. IMPLICATIONS<br />April 20, 2011<br />Ishimura & Bartlett<br />54<br />
    67. 67. Implications for information literacy<br />Need to help students develop a holistic picture of research process (e.g., time management demonstrated by students) <br />Many students develop skills by themselves; need more active support from faculty and librarians <br />Interaction between Japanese and Canadian students could positively affect information literacy skills development<br />Interaction is NOT necessarily effective for information literacy skills development<br />April 20, 2011<br />Ishimura & Bartlett<br />55<br />
    68. 68. Future needs<br />Students expressed areas that they would like to change in future research tasks. For example, they would like to:<br />Improve research skills(e.g., topic selection, search techniques, making research plans)<br />Improve time management skills<br />Ask librarians for help on assignments<br />Spend more time on writing rather than doing research<br />April 20, 2011<br />Ishimura & Bartlett<br />56<br />
    69. 69. Notes<br />“Presidential committee on information literacy: Final report”, American Library Association, accessed April 1, 2011, http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm.<br />“Opendoors online,” Institute of International Education, accessed April 1, 2011, http://opendoors.iienetwork.org; “A Changing Portrait of International Students in Canadian Universities,” Statistics Canada, accessed April 1, 2011, http://www.statcan.gc.ca/pub/81-004-x/2010006/article/11405-eng.htm.<br />Ibid.<br />Jenny J. Lee and Charles Rice, “Welcome to America? International student perceptions of discrimination,” Higher Education 53, no. 3 (2007): 381-409; John Taylor, “Toward a strategy for internationalisation: Lessons and practice from four universities,” Journal of Studies in International Education 8, no. 2 (2004): 149-171.<br />Ann Curry and Deborah Copeman, “Reference service to international students: A field stimulation research study,” Journal of Academic Librarianship 31, no. 5 (2005): 409-420; Yusuke Ishimura, Vivian Howard, and HaidarMoukdad, “Information literacy in academic libraries: Assessment of Japanese students’ needs for successful assignment completion in two Halifax universities,” Canadian Journal of Information and Library Science 31, no. 1 (2008): 1-26.<br />“Library services for international students,” Society of College, National and University Libraries, accessed April 1, 2011, www.sconul.ac.uk/groups/access/papers/international_students.pdf.<br />April 20, 2011<br />Ishimura & Bartlett<br />57<br />
    70. 70. Questions?<br />Contact: Yusuke Ishimura: yusuke.ishimura@mail.mcgill.ca<br />April 20, 2011<br />Ishimura & Bartlett<br />58<br />

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