Navigating an Academic Library: Puzzling at Home, Bewildering in a Foreign CountryHeidi BenedictLindsey GumbBarbara KenneyRoger Williams University Library

Introduction and Background

Library Orientation Tutorial Assignment

Professor Lee’s request Our response Ahah moment!

Learning Outcomes

Understand the concept of plagiarism Accurately cite the information they use Locate information using library resources Evaluate information according to a rubric

or standards Synthesize several sources of information

to provide evidence in order to answer a research question

The Course

Survey Syllabi Lesson plans Research log Bridges (LMS)

Challenges

Expectations set high Language & Cultural barriers Syllabus

Revised Curriculum

New final project

Same learning outcomes

Visual vs. text-heavy resources ARTstor Films on Demand Credo Reference PowerPoint

Successes

Instructor-Student Relationships Scaffolded Instruction “Fun” learning activities Peer Mentoring and Research

Consultations Visual Resources Final Projects

Comments

“I WOULD LIKE TO THANK WHO CHOSE THIS CLASS FOR STUDENTS AND I WANT ALSO TO THANK ALL THE TEACHERS”

“this is one of the most important class I have ever took because I am a business student and I have to practice how to do presentation in front of native speakers.”

“I think that the class is good because the class let me know some new knowledge by doing the project.”

“Overall, I really like this class, but the presentation was not clear and hard to do.”

Plagiarism:

Copying or closely imitating the work of another writer, composer, etc., without permission and with the intention of passing the results off as original work Cite:

To give credit to an authority outside oneself for information 

抄袭

引文 مرجع

األدب ال ية ة سرق

Considerations

Our ignorance

Scholarship

Discrimination

Student Feedback

90% thought the instruction would help with their academic work

100% said the class gave them a better understanding of plagiarism

12 students would recommend the class to their friends

All 14 would recommend a librarian’s help

All 14 thought their instructors motivated them to learn

13 thought we explained difficult material clearly

Number of classes: 7 students thought there

should be more than 8 classes 2 thought there should be

fewer 5 were satisfied with 8

Fall 2014

In the works Need campus buy-in Same learning outcomes Same visual resources

What We Learned

Personal Connections Visual resources It does not take a village Flexibility

Further information Adam Russell, Ohio University Barriers to international student success

Acculturation Discrimination Social Support English Language Proficiency*

Learning Communities, Intensive English Program, International Student Union American Culture 101 Word of the Day 3-Word Weekly Photo Journal

Contact us: hbenedict@rwu.edulgumb@rwu.edubkenney@rwu.edu

Thanks…questions?

Did you use a library in your home coun-try or elsewhere be-fore coming to the

US?

YesNo

Are you familiar with library cata-

logs?YesNo

Are you familiar with library databases?

Yes No

02468

1012

What problems have you had using libraries? Check all that apply.