ALIA 2001 TAFE libraries conference

The international-friendly library - customising library services for students from overseas

Hilary Hughes - August 2001

Abstract

International students present Australian academic libraries with significant challenges and opportunities. This paper identifies overseas students' characteristics and needs; offers practical strategies for creating an international-friendly library; and suggests that resultant benefits could include service improvement to all the library's clientele, enhanced status of the library within the parent institution, and staff enrichment through increased cross-cultural understanding and training.

Introduction

International students have become a major client group for many Australian TAFE and university libraries, whose parent institutions have successfully exploited the globalisation of education over the last ten years. A challenge shines out to develop and promote international-friendly libraries.

In the calendar year 1999/2000 international education ranked among the nation's top ten exports, earning $3.422 billion (Australia's exports of education services, 2000). As MCEETYA declared in 1994, 'International education serves important education, training, cultural, trade and foreign relations objectives' (Code of practice in the provision of international education and training). In this intensely competitive field, education providers are constantly seeking a marketing edge to attract and retain students, who as consumers expect academic excellence, quality support services and value for money.

This paper takes a practical approach to the development of international-friendly library services, by identifying key characteristics and needs of international students, and offering strategies to address them. It should be emphasized that as the focus is on service improvement, all library clients, not just the overseas cohort, benefit. Other flow-on gains may include staff enrichment and a heightened collaborative relationship between the library and other academic departments and service units.

International students in Australia

In Australia the term 'international student' refers to a student from an overseas country, enrolled in an approved course of a defined length. A temporary study visa is issued by the Department of Immigration and Multicultural Affairs on condition that the student returns to their home country on graduation.

Australia has established itself as one of the world's principal providers of international education, third only to the United States and Great Britain (Overseas student statistics 1999, 2000, p.16). International students are drawn to Australia from all around the world, but the great majority emanate from Asia (especially Singapore, Japan, Indonesia, Malaysia, Hong Kong, China and South Korea) and India (International education - fast facts, 2000). Over the last ten years there has been a marked increase in international student enrolments in Australia (Fig. 1). Highest enrolment rates are for undergraduate and postgraduate courses, followed closely by vocational training; there is also an increasing interest in secondary education, in both the private and public sectors (Fig. 2).

A variety of reasons govern overseas students' decision to study here, including:

• fierce competition for tertiary places in the home country
• poor, or overcrowded educational provision in the home country
• desire to develop English language skills
• desire to develop intercultural understanding, and improve future social and business networks

Source: International education - fast facts, 2000, IDP
(adapted from Overseas student statistics, 1999, AEI)

Source: International education - fast facts, 2000, IDP
(adapted from Overseas student statistics, 1999, AEI)

Challenges faced by international students

In addition to the usual stresses experienced by new students of all backgrounds - adjustment to different study routines, academic expectations and anxieties, establishing a social group, managing personal finances - international students are faced with a multitude of additional confusions and challenges (Ballard 1987; Verma 1995; Burns 1991). These are important factors to allow for in the planning and delivery of library services.

Emotional roller coaster

Overseas students are likely to experience a range of emotions prior to and during their course, as various studies summarised by Furnham and Bochner (1986, pp. 124-131) reveal. The excitement of new experience is tempered by anxiety, due to: leaving relatives, friends and familiar environment; coping with daily routines, finances and relationships, alone in an alien culture; homesickness. Often intense pressure to succeed academically and/or fear of failure (Verma, 1995) is compounded by reluctance to seek advice from peers and counsellors, through concern to maintain face (Burns, 1991, p. 73). The rate and degree of adjustment varies with each individual, and 'highs and lows' occur throughout their stay.

Language barriers

Perceived or real language limitations exacerbate international students' insecurity and loneliness. Many arrive with only a textbook knowledge of English, able to read and write competently, but with little experience of the spoken language (McSwiney, 1995, p.30). Slang, jargon and regional accents (eg Scottish, South African) hinder comprehension, and Australian 'vernacular' expressions cause unintentional offense (Burns, 1991, p. 62).

Non-verbal communication

The meaning of body language and gestures varies from country to country, as Roger Axtell graphically illustrates (1998). Touching and extended eye contact cause discomfiture to people of many cultures and even the 'universal gesture', the smile, has regional nuances. Although a smile generally indicates warmth to an Australian,it may be interpreted as lack of respect in some oriental cultures (eg: Korea); in others (eg Japan and China) it may accompany embarrassment or sadness.

Physical problems

In addition to common health problems, international students frequently suffer stress symptoms, such as headaches, stomach pains, insomnia. They often experience fatigue due to the strain of communicating and studying in a foreign language - with little reprieve offered by leisure activities, such as television viewing and socialising. Digestive problems caused by unfamiliar food and different water are prevalent (Ballard, 1987, p. 111).

Culture shock

The destabalising effects of culture shock, are described by Furnham & Bocher (1986), and Irwin (1996, pp. 28-54). Australian informality contrasts strongly with Asian social codes based on respect, harmony and preserving face (Irwin, 1996, pp. 55-83). Confusion and distress arise from unfamiliarity with social customs such as: greetings and forms of address; dress standards; invitations and hospitality; meal times and table manners; gift giving. Negotiating local public systems and bureaucracy - such as university administration, immigration, health care and transport - can also cause anxiety.

Racism and stereotyping

Social integration is further hampered by overt or perceived racism. Not only are deliberately malicious comments and acts offensive; political criticism of their home countries, nationalist jokes and stereotyping are also hurtful to overseas visitors. Generalisations of the type 'All Asians are serious and hardworking' not only fail to recognise the individuality of students, but also display lack of respect for regional and cultural diversity (Irwin, 1996, p. 17).

Study shock

Many international students are overwhelmed by differences in teaching and learning styles between Australia and their own countries (Ballard and Clanchy, 1997, pp. 9-26; Burns, 1991). The contrast is particularly acute for those from Asian countries used to the Confucian Heritage tradition, where rote learning and a 'conserving attitude to knowledge' is the norm; teachers are revered as imparters of knowledge and wisdom and students are accustomed not to question them. As a result, many internationals find it difficult to adapt to the enquiry-based, analytical style of Australian classrooms.

Communication problems occur on both sides of the teacher/student relationship. Instructors unaware of oriental traditions frequently express frustration that students are unresponsive to their questions and remain reticent in class discussions; their 'blank look' of concentration is often misinterpreted as inattentiveness (Ballard & Clanchy, 1997, pp. 1-6). International students, on the other hand tend to be shocked by the informality of Australian classrooms and perceived lack of knowledge of their teachers Ballard & Clanchy, 1997, p. 18).

The issue of plagiarism concerns Australian academics, in light of the common overseas practice of extensively reproducing texts and class notes verbatim - generally without acknowledgement. Copying each other's work is also widespread among international students. But it is important to recognise that Copyright is an alien concept in many countries, where these practices demonstrate scholarly respect and familiarity with established knowledge sources. Moreover, many international students find verbatim learning and reporting powerful tools for language improvement and concept reinforcement (Ballard & Clanchy, 1997, pp. 17, 23-24).

Library shock

Differences in library organisation and procedures are another common source of anxiety (McSwiney, 1995, p. 110-120). Many international students are unfamiliar with multi-subject and open access libraries; the sheer size and breadth of Australian library collections can be daunting, especially to those accustomed to textbook-based learning; particular rules and procedures - even the concept of borrowing - may be unknown. Limited computer skills - especially among students from less developed countries - are another barrier to our increasingly electronic libraries (Orr, Slee & Evryniadis, 1999; Wallin, Orr & Litster, 1998).

Creating the international-friendly library

Characteristics of the international-friendly library

The essence of the international-friendly library is its creation of a welcoming and supportive environment for overseas students - one that facilitates their social adjustment and academic progress. Since the tenets of quality customer service apply equally to international and local students, the need is not to provide separate services for internationals, but to expand existing ones to embrace their special needs. The true foundation for an international-friendly library stems from positive attitudes - a commitment to developing cross-cultural understanding on the part of all library staff, that informs their interaction with overseas students. Professional development is essential, to equip staff with strategies to overcome the frustration and misgivings caused by language and social differences.

The international-friendly library plays an important role as a contact, information and referral centre. It also offers a congenial study space for international students, who often live in cramped rental accommodation with little quiet and privacy. For some it represents a 'haven', a less daunting public space than the main canteen or student lounge (McSwiney, 1995, pp. 176-177).

A well designed, sensitively delivered information literacy program is crucial to assisting international students overcome study and library shock. Outcomes could include not only the development of 'library skills', but also some experience of western teaching and study methods to support students' whole educational experience. Ideally, the program is integrated into a course unit, allowing the introduction of concepts such as assignment planning, information searching, presentation and referencing in a practical context. Since many have very limited previous experience of libraries, it should include explanation of basic library rights and rules (including the concept of borrowing and returning resources).

The library is well placed to collaborate with other units that work with international students. The experience of library staff in developing and delivering services can be promoted and shared in numerous ways, including consultancy, training and project work.

Practical strategies follow for creating an international-friendly library, gleaned from personal experience (Librarian at NPIT & CQU; language student at 2 Spanish universities; homestay student in France & Germany) and a range of published sources (Ballard & Clanchy, 1997; McSwiney, 1995; Verma, 1995; Orr, Slee & Evryniadis, E., 1999; Wallin, Orr & Litster, 1998; Irwin, 1996).

Staff development

The over-riding need for professional development in cross-cultural awareness could be neatly incorporated into general customer service training, with special attention directed to:

• recognition and avoidance of racist attitudes and language, and stereotyping
• understanding of cultural diversity
• recognition of the particular social, physical and emotional difficulties faced by international students
• responding appropriately to different social customs and attitudes
• developing understanding and respect for different learning styles and traditions
• practical means of overcoming language barriers

Overcoming language barriers

Language difficulties can create major hurdles to quality service provision, and lead to mutual frustration and demoralisation among students and staff. Patience and encouragement from Library staff, however, facilitate communication, by building the students' confidence and stimulating language skill development. Strategies to overcome language barriers include:

• listen carefully and respectfully to what the other person says
• stay calm
  • if necessary, politely ask the person to repeat what they have said
  • perhaps ask the person to write a misunderstood word or phrase
• if appropriate, use a bilingual dictionary to identify difficult words or phrases
• speak naturally, but clearly, and at a steady pace
  • do not raise the voice
• if not understood initially, rephrase information or directions, using different words
• avoid slang and jargon
• use visual clues (eg. written signs, demonstrations)
• if exchanging names or other details, write them down
  • staff should advise students how to address them
  • staff should ask students their preferred form of address and their family name
  • adoption of a western name by an Asian student is common (this is usually a serious attempt to ease communication and social assimilation - not a joke)
• wear name badges
• take care with handwriting - styles vary greatly around the world
• take care to avoid misleading body language and offensive gestures
  • as a general rule, limit eye contact and touching
• take care using humour - it does not translate well, linguistically or culturally

Information literacy

The principles of good teaching practice apply as much to international students as any other group; but in addition to the communication aspects outlined above, special care should be taken by information literacy instructors to:

• introduce one's self and role, and the purpose and benefits of the program
• establish a friendly rapport with students
• explain basic library rules and procedures, and their purpose
• explain referencing and plagiarism
  • provide written examples of references and an in-text citations (for print and electronic sources)
• assess, and allow, for limitations in students' computer skills
• define any unavoidable technical terms used (eg: 'journal', 'reference', 'OPAC')
• recap frequently - rephrase statements and ideas to assist understanding
• encourage class participation, but teachers should be prepared to answer questions themselves
  • use open questions (eg: 'why are journals useful for research?') - but use them sparingly
  • avoid closed questions of the 'do you understand?' variety; (the answer tends to be 'yes', even when the opposite is apparent)
  • avoid long pauses waiting for responses, as they cause discomfort
• avoid directing questions to individual students in class (to allow them to maintain face)
• where necessary discuss difficulties with individuals in private
• encourage participation in mixed international/local groups (rather than segregate international students)
• use visual clues to reinforce verbal information, eg:
  • write unfamiliar terms on whiteboard
  • demonstrate processes (eg: logging on to the PC, locating resources on shelves)
  • use exhibit items (eg: a books to define 'spine', 'call number', 'copyright page')
  • use Powerpoint slides or overhead transparencies to reinforce information, but ensure they are:
    • relevant; clearly legible; not overloaded with concepts
• provide notes and hand-outs for students to refer back to after the session (print and/or web based)
  • allow space on hand-outs for students to write in translated words and phrases
• prefer practical or hands-on projects over written assessment
• in written assessment, allow for students' language shortcomings
  • set multiple choice or short answer questions
  • place focus on understanding and knowledge of concepts rather than standard of expression
• be available for consultation (perhaps at set times or by appointment) by the students, but:
  • establish clear ground rules about the level of assistance provided; (eg: instructors offer to revise the rules of referencing, but do not correct assignment reference lists)
• where appropriate, tactfully refer students to other specialists, such as Language Support or Academic Skills tutors

Information point for international students

An international-friendly library is ideally placed to meet overseas students' need for 'an informed intermediary', as described by Ballard and Clanchy (2000, p. 92), through provision of information and referral services, with campus-wide and community links, in the following ways:

• guides and bibliographies on international student services and resources
  • provide guides etc in print (in addition to electronic), as many international students do not have off-campus computer access; printed material is also easier to manage with a dictionary in hand
  • compile a glossary of library/information jargon (eg: 'call number', 'citation')
• create an international students' web page; relevant links could include:
  • library services for international students (within and outside the institution)
  • international student associations (within and outside the institution)
  • visa information
  • consulates and embassies
  • student travel organisations
  • international student news (eg Boomerang)
  • online access to overseas newspapers
  • local ethnic and religious groups
  • local services directory and 'what's on' information
  • local transport information
  • bi-lingual dictionaries (to/from English)
  • international students' chat line or discussion list

Welcoming study and contact space

An internationals' corner or room in the library could provide a contact point and safe haven. Features might include:

• a noticeboard and/or display area for international students' use
• internationals' reference collection, which could include:
  • specialist study skills publications, eg: Studying in Australia (De Fazio, 1999)
  • print bi-lingual dictionaries (to/from English) in a range of languages
  • general and subject-specific guides to English grammar
  • selection of library, university/college & community information guides of interest to international students
• computer access, with clear promotion of internationals' web page
• quiet study area

Campus-wide collaboration

Potential for the Library to collaborate in campus-wide initiatives includes:

• development and delivery of information literacy programs
• participation in planning and organising cultural and social events
• attendance at international student meetings and social events
• library representation on academic and student service committees
• intercultural awareness workshops
• editing or contributing to international student newsletters
• referral to other specialist agencies, such as International Students' Association, Student Counselling Services, Academic Skills, Student Health Service

Promoting international-friendly good practice throughout the organisation

An international-friendly library can also act as a model of good practice and contribute to professional development for academic departments and other customer service units within the institution, that interact with overseas students, such as enrolments, the canteen and the bookshop, through:

• compilation of bibliographies
• SDI/current awareness on international student issues
• contributions to the institution's newspaper
• consultancy to other units on the development of international-friendly services

Conclusion

In numerical, economic and strategic terms international students constitute a major client group for many Australian university and TAFE libraries and present positive challenges for overall service development. In the context of an intensely competitive export education market, they have the potential to enhance the library's status within its parent organisation, for as McSwiney (1995, p.178) concludes 'There are few single departments within the tertiary institution in a position to have a more significant influence on the sojourn of an international student in Australia than the academic library'.

But it is not just overseas students who benefit in an international-friendly environment. Library staff are offered exciting professional challenges in exploring and addressing the information and study needs of people from culturally diverse backgrounds. Moreover, any resultant improvements in staff interpersonal skills, and customer service, will advantage the Library's entire clientele.

To echo Ballard and Clanchy (2000, p. ix), international students represent 'a basis for positive change' by 'bringing a welcome diversity to our classes' - and, as been demonstrated here, this can flow over to our libraries. It is up to libraries to seize and capitalise on these opportunities.

References

Australia's exports of education services, 2000, IDP Education Australia [online].
http://www.idp.edu.au/research/international_student_data/exports.htm. [Accessed 25/08/01].

Axtell, R.E., 1998, Gestures: the do's and taboos of body language around the world, Rev edn, Wiley, New York.

Ballard, B., 1987, 'Academic adjustment: the other side of the export dollar', Higher Education Research and Development, Vol.6, No.2, pp. 109-119.

Ballard, B. & Clanchy, J. 1997, Teaching international students: a brief guide for lecturers and supervisors, IDP Education Australia, Deakin.

Boomerang: the voice of international students in Australia, IDP Education Australia [online].
http://www.boomerangmagzine.com.au. [Accessed 25/08/01].

Burns, R.B., 1991, 'Study and stress among first year overseas students in an Australian university', Higher Education Research and Development, Vol.10, No.1, pp. 61-77.

Code of practice in the provision of international education and training services, 1994, Ministerial Council on Education, Employment, Training and Youth Affairs, Melbourne [online]. Available at http://www.curriculum.edu.au/mceetya/public/pub3310.htm. [Accessed 25/08/01] .

De Fazio, T., 1999, Studying in Australia: a guide for international students, Allen & Unwin, St. Leonards.

Furnham, A. & Bochner, S., 1986, Culture shock: psychological reactions to unfamiliar environments, Methuen, London

International education - fast facts, 2000, IDP Education Australia [online].
http://www.idp.edu.au/research/international_student_data/fastfacts.htm. [Accessed 25/08/01]

Irwin, H., 1996, Communicating with Asia: understanding people and customs, Allen & Unwin, St. Leonards, NSW

McSwiney, 1995, Essential understandings: international students, learning, libraries, Auslib Press, Adelaide

Orr, D., Slee, J., Evryniadis, E. 1999, 'International students and the electronic library facilities at Central Queensland University' in Information online and on disc 99: strategies for the next millennium. Proceedings of the Ninth Australasian Information Online and On Disc Conference and Exhibition. Sydney, 19-21 January, pp.377-388.

Overseas student statistics 1999, 2000, Australian Education International. Department of Education, Training and Youth Affairs, Commonwealth of Australia.

Verma, R. 1995, 'Problems faced by international students in their courses in a regional university: what is the solution?' in 50th Anniversary Conference. Cross currents: Internationalisation, national identity And law, Australasian Law Teachers' Association [online]. Available at http://www.austlii.edu.au/au/special/alta/alta95/ [Accessed 25/08/01].

Wallin, M., Orr, D. & Litster, J. 1998 'Information literacy: assessing the needs of international students at Central Queensland University', paper presented at the Strategies for Success in Transition Years : First Year in Higher Education Conference, Auckland, NZ.

Biographical details

Current position:
Library Manager, Central Queensland University, Brisbane International Campus.

Previous positions include:
Senior Librarian, Education Queensland Corporate Library, Brisbane
Reference Librarian, North Point Institute of TAFE, Brisbane
Liaison librarian, QUT, Brisbane
College Librarian, Longlands College of Further Education, Middlesbrough, England

Qualifications:
BA (Combined Honours) in Spanish and Romance Linguistics (Birmingham University, England)
MA in Librarianship (Sheffield University, England)
Certificate IV in Workplace Training and Assessment (North Point Institute of TAFE, Brisbane) Accredited Translator Spanish-English (National Accreditation Authority for Translators and Interpreters, Australia)

Experience as an international student:
Universidad Internacional (International University) Menendez Pelayo, Santander, Spain (1995)
Universitat Autonoma (Autonomous University), Barcelona, Spain (1973-4)
Homestays (as secondary exchange student) in France, Germany and Spain

Personal interests:
Music and theatre, reading, writing, travel, the sea and beach