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Navigating an Academic Library: Puzzling at Home, Bewildering in a Foreign CountryHeidi Benedict
Lindsey Gumb
Barbara Kenney
Roger 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
Did you use a library in your home coun-try or elsewhere be-fore coming to the
US?
Yes
No
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.
