Navigating an Academic Library: Puzzling at Home, Bewildering in a Foreign Country

1. Navigating an Academic Library: Puzzling at Home, Bewildering in a Foreign Country Heidi Benedict Lindsey Gumb Barbara Kenney Roger Williams University Library

3. Introduction and Background • Library Orientation Tutorial Assignment • Professor Lee’s request • Our response • Ahah moment!

4. 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

5. The Course • Survey • Syllabi • Lesson plans • Research log • Bridges (LMS)

6. Challenges • Expectations set high • Language & Cultural barriers • Syllabus

7. Revised Curriculum • New final project • Same learning outcomes • Visual vs. text-heavy resources • ARTstor • Films on Demand • Credo Reference • PowerPoint

8. Successes • Instructor-Student Relationships • Scaffolded Instruction • “Fun” learning activities • Peer Mentoring and Research Consultations • Visual Resources • Final Projects

9. 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.”

10. األدب ية ال سرق ة 抄袭 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 引文 مرجع

11. Considerations • Our ignorance • Scholarship • Discrimination

12. 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

13. Fall 2014 • In the works • Need campus buy-in • Same learning outcomes • Same visual resources

14. What We Learned • Personal Connections • Visual resources • It does not take a village • Flexibility

15. 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

16. Contact us: hbenedict@rwu.edulgumb@rwu.edubkenney@rwu.eduThanks…questions?