1. International Student Information Competence A Survey of Incoming International Students at San José State University Pamela Jackson San José State University

2. Abstract This poster presentation explores collaborative efforts between San José State University’s Library and the Office of International Programs and Services to survey the library needs of SJSU’s international student population. Phase one of the survey, completed Fall 2003, looks at the library needs of incoming international students at SJSU. Survey results will lead to the implementation of library programs that support the information competence, retention and academic success of international students.

3. Library Research Suggests… Students from other countries are accustomed to varying degrees of access to information. International students come to American universities with limited training in traditional print sources, computer and database use, and are often unaware of how an American library functions. Librarians and students encounter difficulty with language barriers and nonverbal communication problems.

4. Do the same findings still hold true in today’s global information society? Are international students computer literate? Are libraries closed to free public access in students home countries? Is library terminology foreign to international students? Is language the major barrier to effective library service?

5. More Library Research is Necessary to Determine Needs of International Students as They Perceive Them. International programs offices and librarians, not international students, are often surveyed. Last published library needs survey of international students: 1993

6. Fall 2003 Survey Results

7. Distribution of Incoming International Students by Residence Area

8. Demographics  Approximately 67% are under age 25  Gender is nearly equal  Approximately 51% are graduate students  Time in the U.S. was a few days for students new to the country and an average of 2.5 years for transfer students (transfers are all students who have previously studies in the U.S., including graduate students)

9. Major Areas/Fields of Study 37% 27% 8% 18% 6% 4%

10. Library and Computer Use Before Coming to the U.S. used a library in their home country used a computer inside a library used the WWW used email conducted computerized library research

12. What do you like about the library? “We can connect to the Internet easily.” “Rooms for studying in groups.” “It is great to see foreign language books, esp. in Urdu.” “Cooperative staff. People are helpful.” “Laptop connections at every desk.”

13. What do you dislike about the library? “The Internet speed is so slow.” “Students don’t have unlimited web access.” (.i.e. a 24 hour computer lab) “There are not a lot of open computers.” “Hours are too short.” (frequently noted) “Long lines for checkouts.” “A bit confusing to first timers.”

14. What library services can we provide to help international students? “Friendly reference desk employees.” “Web access.” “Give us more orientation on how to use it.” “More multimedia resources in different languages.” “Tell us how to use it by email.” “24 hours internet service.” “There isn’t enough time to surf the net.” “Hard to find books after checking the catalog.” “Signs telling what books are on what floors.”

15. What information would you like the library to provide? More orientation to the library More resources in other languages, especially daily newspapers from their home countries. Local area information Job-related information

16. What the Library Can Do Strengthen the library’s presence at international student orientations. Collaborate with International Programs Offices. Create introductory library guides for international students. Bring students to the library. It is important for them to see the space. Include an demonstration and tour of the library’s online resources and web presence. Welcome students by arranging for library orientation tours in languages other than English, if possible. ‘Library Orientation 101,’ an online tutorial is in the works and may be translated into languages other than English. Provide a solid foundation for international student success by increasing library orientation efforts for this target group.

17. What We’ve Learned So Far Basic library orientation in multiple languages can enhance international student learning. Information competence initiatives are needed at the graduate level where the largest percentage of international students are enrolled. Incoming students are highly computer literate and most have used a library in their home country.

18. Phase 2 of the survey, targeting continuing international students, will begin in January 2004. pjackson@sjsu.edu pjackson@sjsu.edu