Campus Library Assessment Team: International Student Project: Results & Observations

We collected qualitative data through focus groups and photo diary interviews. Focus groups were facilitated by a single interviewer and accompanied by two note takers. Students were provided copies of the interview questions and given time to take notes on their responses before engaging with the interviewer and the rest of the group. This proved to be a helpful technique, allowing students time to process the questions and in some cases look up the definition of words beforehand. Photo diary interviews consisted of a single interviewer and note taker. Students were presented print copies of their photos and asked to talk about the photo while being encouraged to provide greater detail.

From this collection of focus group and interview notes we were able to identify five preliminary areas of interest in response to our research question, "How do international students use library services, resources, and spaces?" These five areas include previous library experiences, group work and class expectations, study spaces, campus resources, and research resources.

The libraries from students' home countries were primarily viewed as institutions for organizing information and not necessarily asking questions. There was an emphasis on space, which was noted as being somewhat limited and maintained as a quiet environment.

--Home country libraries were mostly considered spaces to work and study. Students also used alternative spaces for studying, such as cafes or restaurants.

--Librarians were perceived as organizers of books and information, not necessarily as experts one might ask for research help.

--Students thought asking a librarian a question might be considered interrupting, or cause the asker to be perceived as being foolish.

--Home country libraries were seen as institutions full of older books, while online books were the preferred method of access.

New course expectations caused varying degrees of discomfort for students. Several students mentioned group work as particularly challenging. Some of these concerns were typical of most students in the context of group work: team members' participation, quality of work and dependability. With international students, however, the value of being heard was a major factor in their reactions toward group work and class interactions.

• Working in groups was seen as frustrating because other members talked over international students, discouraging participation.
• Students preferred having at least two international students in a group, so they could talk to each other.
• Students worried about grammar and felt that  group environments were, “competitive, not cooperative.”
• Students wished they had been apprised earlier of the importance of critical thinking in higher education in the U.S.
• Many students mentioned that they did not do class presentations before they came to the U.S., and found those challenging.

Students were aware of a number of services on campus. Services on campus accessed by students include the Student Success Center, Career Center, Writing and Communication Center and the Qualitative Skills Center. Most notable among these was the campus IT Help Desk, located on the second floor of the library. Many students mentioned the IT Help Desk as one of the most helpful places on campus and their initial go to place for receiving help. They used it for help with technology, checking out equipment,  and downloading software.

When completing a research assignment, the majority of students noted the library homepage as their initial starting place. Students referenced  a number of strategic search practices, such as narrowing results using facets or using specific databases. However, there was a general confusion on how to access materials such as articles, and how to most efficiently use the library website and resources.

Students used library resources through the library website, mostly focusing on library databases. Students showed strategic use of library resources, specifically mentioning WorldCat, Gale Virtual Reference and referencing various lessons from library information literacy instruction sessions. There was a general uncertainty on how to access articles online and how to successfully use the desktop delivery service. Additional confusion surrounded requesting materials from other UW Libraries. Students noted a need for immediate access to resources and therefore were less likely to use the desktop delivery or request services. A couple of students mentioned seeking help from professors or other students when having difficultly researching.