Senin, 01 Juni 2009
My Rose
Assalamu’alaikum Wr.Wb.
Istriku tercinta...
Cinta...kesetiaan...kerinduan...keikhlasan...dan kesabaran adalah anugrah Allah yang fitrah, serta memiliki makna tersendiri bagi setiap hambaNYA.
Bagi kita... semua itu kini telah nyata dan memiliki makna yang sangat dalam bagi kehidupan kita. Seperti yang pernah dek Ros katakan...bahwa kita telah memulai dan melewati banyak tantangan...dan itu pertanda bahwa kita mampu dimata Tuhan..
Kita sadar bahwa tiga tahun bukanlah waktu yang singkat untuk dilewati dengan saling berjauhan. Apalagi masing-masing kita memiliki tanggung jawab yang besar dan berat. Namun Alhamdulillah kita telah dan Insya Allah akan bisa menghadapi semua itu dengan sukses.
Isteriku yang sabar...!
Sekali lagi... kita pantas bersyukur...kita telah mampu memadukan anugerah itu dengan sabar dan syukur. Karena hanya dengan kemampuan itulah yang telah membuat kita mampu melewati tantangan demi tantangan itu sampai sekarang. Kunci dari semua itu adalah karena kita sadar akan ganjaran kesabaran yang dijanjikan Allah kepada kita.
Agama mengajari kita bahwa sabar adalah setengah dari iman. Sementara setengahnya lagi adalah rasa syukur yang dipanjatkan atas karunia Tuhan. Siapa orang yang mampu memadukan dan menggabungkan sabar dan syukur, maka dia telah menggenggam kebahagiaan sejati dalam hidupnya. Ia akan damai dan tenang untuk hidup dimana saja, sebab ia telah mendapatkan keridhaan Allah.
"Siapa yang tidak bersyukur atas nikmat-Ku. Tidak bersabar atas ujian-Ku. Tidak mau menerima ketetapan-Ku, maka keluarlah dari bawah langit-Ku dan carilah Tuhan selain Aku!" (Hadits Qudsi.)
Lebih jauh Nabi S.A.W mendefinisikan kesabaran sebagai cahaya. Ash Shabru Dhiyaa’ demikian beliau Saw sabdakan. Kesabaran adalah cahaya yang menerangi manusia dalam kegelapan. Kegelapan musibah yang mengguncang batin dan jiwa. Kegelapan dalam menempuh jalan kebenaran yang belum tertuntaskan. Itu semua dapat diterangi oleh cahaya kesabaran yang dapat menuntun manusia untuk keluar dari lorong kegelapan.
Istriku yang tabah...
Perjuangan abang di McGill dan perjuangan dek Ros dalam membesarkan buah hati kita di Aceh adalah sama beratnya. Namun yakinlah kesabaran panjang yang kita hiasi dengan pengorbanan kebersamaan ini akan berbuah di tangan Allah menjadi balasan yang besar dan anugerah yang tiada terkira nilainya. Insya Allah...
Isteriku yang sabar...!
Sekali lagi... kita pantas bersyukur...kita telah mampu memadukan anugerah itu dengan sabar dan syukur. Karena hanya dengan kemampuan itulah yang telah membuat kita mampu melewati tantangan demi tantangan itu sampai sekarang. Kunci dari semua itu adalah karena kita sadar akan ganjaran kesabaran yang dijanjikan Allah kepada kita.
Agama mengajari kita bahwa sabar adalah setengah dari iman. Sementara setengahnya lagi adalah rasa syukur yang dipanjatkan atas karunia Tuhan. Siapa orang yang mampu memadukan dan menggabungkan sabar dan syukur, maka dia telah menggenggam kebahagiaan sejati dalam hidupnya. Ia akan damai dan tenang untuk hidup dimana saja, sebab ia telah mendapatkan keridhaan Allah.
"Siapa yang tidak bersyukur atas nikmat-Ku. Tidak bersabar atas ujian-Ku. Tidak mau menerima ketetapan-Ku, maka keluarlah dari bawah langit-Ku dan carilah Tuhan selain Aku!" (Hadits Qudsi.)
Lebih jauh Nabi S.A.W mendefinisikan kesabaran sebagai cahaya. Ash Shabru Dhiyaa’ demikian beliau Saw sabdakan. Kesabaran adalah cahaya yang menerangi manusia dalam kegelapan. Kegelapan musibah yang mengguncang batin dan jiwa. Kegelapan dalam menempuh jalan kebenaran yang belum tertuntaskan. Itu semua dapat diterangi oleh cahaya kesabaran yang dapat menuntun manusia untuk keluar dari lorong kegelapan.
Istriku yang tabah...
Perjuangan abang di McGill dan perjuangan dek Ros dalam membesarkan buah hati kita di Aceh adalah sama beratnya. Namun yakinlah kesabaran panjang yang kita hiasi dengan pengorbanan kebersamaan ini akan berbuah di tangan Allah menjadi balasan yang besar dan anugerah yang tiada terkira nilainya. Insya Allah...
O yaa..dek! masih setujukan untuk “membeli” adek cewek untuk abang Shaviel dan adek Wavidh setelah ayah pulang nanti ??? Ha..ha..haa... Kalau mamak setuju dan Allah mengabulkan, ayah akan kasih namanya Shavwa Nazira sebagai gabungan dari nama kita semua (Shavviel,Wavidh,Nazar,Rosmanizar....Amin.
Canada 2008
Canada 2008
Ananda Ahavviel Azka...Sang juara sabar ayah!
CANADA, 1 JUNI 2008
Assalamu’alaikum warahmatullahi wabarakatuh.
Abang Shaviel yang ayah sayangi...
SELAMAT YA...ABANG DAPAT PIALA...
Ayah sangat senang mendengarnya...Tapi abang jangan lupa bersyukur ya!...abang harus baca ALHAMDULILLAH...agar Allah memberinya lagi nanti.
Ayah di Canada selalu berdo’a semoga anak ayah tambah pintar, sehat, patuh, rajin belajar, rajin mengaji dan berdo’a. Ayah juga sangat senang mendengar abang Shaviel sudah pandai membaca, pandai menulis, pandai mengaji dan juga pandai menjaga adek.
Abang Shaviel yang baik!
Abang main baik-baik sama mamak,adek dan juga dengan semua kawan-kawan. Ayah sekarang sedang belajar juga seperti abang Shaviel agar ayah tambah pintar. Karena kalau kita pintar, Allah akan memberikan rezeki yang banyak.
Kalau kita banyak rezeki...kita bisa membantu orang miskin. Kalau kita baik dan suka membantu orang, Allah akan membantu kita. Terus...kalau kita meninggal nanti, Allah akan memasukkan kita ke Syurga yang didalamnya ada semua yang kita inginkan.
Kalau kita banyak rejeki... kita juga bisa beli apa saja yang kita suka. Kita bisa beli mobil yang bagus, bisa naik pesawat untuk pergi main ke mana mana, ke tempat yang Abang Shaviel suka.
Jadi.. Abang harus sabar dulu sekarang selama ayah di Canada ya...! abang belajar baik-baik dulu sama buk guru agar abang tambah pintar lagi. Dan sesekali atau hari Minggu abang boleh pergi mancing dengan pakwa Nas...Tapi jangan bandel-bandel! agar pakwa Nas mau bawa lagi.
Insya Allah...tahun depan ayah pulang...waktu ayah pulang, abang Shaviel, adek Wavidh, mamak dan pakwa Nas nanti jemput ayah di Jakarta ya!...terus kita main-main ke Ancol, Taman Mini Indonesia Indah(TMII), dunia fantasi (Dufan), seaworld (Taman laut) dan ke tempat lain yang abang suka. Ok!!!
Ini saja pesan ayah...semoga anak ayah tambah pintar dan baik budi.
O ya...tolong abang sampaikan salam ayah untuk buk guru abang juga ya.
Wassalam,
Ayah yang selalu rindu!!!
Ananda Wavidh Azkya...Sang pahlawan kecil ayah...
CANADA, 1 JUNI 2008
Assalamu’alaikum warahmatullahi wabarakatuh.
Hallo nak Wavidh...Apa kabar anak kecil ayah..? Ayah selalu do’akan mudah2an anak kecil ayah selalu sehat dan tambah pintar.
Kata mamak, dek Wavidh juga udah pintar ganggu abang ya...
Anak kecil ayah yang selalu ayah rindukan...
Meskipun kita jumpa hanya sebentar, Adek Wavidh juga punya cerita istimewa dalam perjuangan ayah...
Ketika nak Wavidh di ”antar Allah” untuk mamak pada tengah malam tanggal 26 February 2007, ayah tidak ada bersama mamak saat itu. Ayah hanya bisa berdo’a dari jauh karena saat itu ayah sedang belajar di Bali. Ayah baru bisa ketemu nak Wavidh ketika nak Wavidh berumur 2 bulan. Itupun hanya beberapa hari saja, karena ayah harus kembali lagi ke Pulau Dewata untuk menyelesaikan kursus ayah.
Pahlawan kecil ayah….
Tiga bulan kemudian ayah kembali ke Aceh, namun sayangnya ayah hanya bisa jumpa beberapa hari saja dengan nak Wavidh…setelah itu Ayah kembali harus meninggalkan buah hati ayah untuk kedua kalinya. Ayah diperintahkan untuk segera berangkat ke Canada. Pada saat itu dek Wavidh berusia 5 bulan. Tepatnya tanggal 13 September 2007, ayah berangkat ke Canada. Adek Wavidh dan abang Shaviel tinggal dengan mamak di Banda Aceh. Inilah sepintas cerita yang akan menjadi memori awal perjalanan hidup nak Wavidh…sang pahlawan kecil ayah.
Ayah yang selalu rindu!!!
Nazaruddin
“Kuda Hitam” VS “Kambing Hitam”
“Kuda hitam” dan “kambing hitam” adalah dua kiasan (metafor) yang tidak asing terdengar di telinga kita. Kedua metaphor tersebut sering ditemukan dalam konteks kompetitif. Namun keduanya memiliki konotasi makna yang jauh berbeda. Istilah kuda hitam digunakan untuk merefleksikan sesuatu keadaan yang tidak disangka-sangka yang tiba-tiba muncul sebagai pemenang dalam suatu pertandingan. Sementara kambing hitam adalah kiasan untuk merefleksikan suatu tindakan menyalahkan suatu keadaan atau pihak lawan atas ketidakmenagan dalam suatu pertandingan. Tujuan utama dari tidakan pengambinghitaman adalah untuk menutupi kelemahan-kelemahan baik yang bersifat individu, kelompok bahkan Negara.
Tulisan berikut mencoba menganalisa beberapa dampak negatif dari “metode kambing hitam”. Tulisan ini tidak bertujuan khusus mengomentari fenomena perpolitikan, atau kususnya pemilu yang baru saja berlangsung di negeri kita. Namun lebih bersifat global terhadap sikap individual kita dalam menyikapi setiap perjuangan kehiduapan dalam usaha pengembangan diri secara maksimal, baik secara intelektualitas, spritualitas dan juga moralitas politik.
Namun penulis hanya ingin menekankan bahwa, kesadaran dan keakuratan menganalisa dampak positif dan negative terhadap suatu tindakan akan menjadi lebih penting, terutama dalam konteks Aceh. Terutama jika kita punya cita-cita untuk menjadikan Aceh sebagai “kuda hitam” perkembangan setelah lama tidak “diperhitungkan” (baca: mengalami ketertinggalan dalam berbagai bidang). Terlebih ketika issu tsunami dan konflik tidak begitu layak lagi untuk bisa kita”jual”, solusi lain harus segera dipikirkan, yaitu dengan menumbuhkembangkan kembali motivasi, etos kerja serta kreativitas nyata pemerintah dan masyarakat Aceh.
Secara historis, istilah kambing hitam atau scapegoat bukanlah istilah baru dalam sejarah kehidupan manuasia. Menurut Wikipedia online encyclopedia (http://en.wikipedia.org/wiki/Scapegoat), ia telah muncul sejak abad XV dan memiliki latar belakang sejarah yang panjang dalam sejarah Ibrani dan Kristiani. Secara etimologi, istilah kambing hitam merupakan terjemahan dari bahasa Ibrani modern “Azazel” yang sering digunakan sebagai kata ejekan yang berarti “pergi ke neraka”.Lebih jauh, istilah kambing hitam yang tidak punya hubungannya sama sekali dengan warna ternyata tidak hanya sebatas istilah. Masih menurut Wikipedia online encyclopedia, pengambinghitaman (Scapegoating) juga merupakan sebuah teori social keagamaan (socio-religious) yang dikembangkan oleh René Girard, seorang antropolog Kristen controversial.
Dalam sejarah modern, istilah kambing hitam sebagai metafor (kiasan) juga masih banyak ditemukan. Tidak hanya dalam konteks politik dan olahraga tetapi juga dalam konteks pendidikan atau bahkan dalam banyak aspek kehidupan lainnya. Hal itu karena metode kambing hitam dianggap sebagai alat propaganda yang sangat ampuh. Salah satu contoh terkenal dari “metode kambing hitam” dalam dunia politik adalah propaganda Nazi pasca perang dunia I. Sementara dalam dunia olah raga, contoh yang umum diketahui adalah kasus yang menimpa pemain sepak bola Columbia, Andrés Escobar, yang ditembak mati saat ia kembali ke tanah airnya karena dikambinghitamkan dengan gol bunuh dirinya di Piala Dunia 1994.
Dari dua contoh tersebut di atas terlihat jelas bahwa, meskipun secara political-emotional tindakan tersebut diaggap “berhasil” atau memuaskan pelakunya, namun secara socio-rational sistem pengambinghitaman pada prinsipnya mengandung resiko besar dan fatal. Beranjak dari kedua kasus ini, berikut ini penulis mencoba menganalisa beberapa resiko lainya dari metode tersebut, baik dalam kaitannya dengan politik, pendidikan maupun agama.
Jika kita menyikapinya dengan bijak, sedikitnya ada beberapa resiko besar lainnya dari kebiasaan pengambinghitaman. Namun resiko yang paling mendasar dan berbahaya menurut penulis adalah matinya motivasi dan kreatifitas pengembangan diri. Pertama, matinya motivasi adalah fatal kerana akan berdampak pada menghambatnya pengembangan diri. Menutupi kekurangan diri dengan tidak mengakui kehebatan orang lain akan mematikan motivasi. Dia akan menutupi ruang pikir untuk mencari solusi logis terhadap sebab-sebab yang sebenarnya dari kegagalan tersebut. Jika kita sadari, belajar pada kesalahan atau kekurangan diri sebenarnya memiliki nilai yang lebih murni dan hakiki. Karena ia terbebas dari unsur ego dan ria, yang sering menjerumuskan seseorang kedalam kesombongan dan kebohongan diri.
Kedua, bahaya lain dari kebiasaan pengambinghitaman adalah akan mematikan kreatifitas. Dalam konteks pendidikan misalnya, karena guru sering dijadikan ”kambing hitam” terkait rendahnya mutu pendidikan, telah menyebabkan matinya kreatifitas para guru dan para penentu kebijakan pendidikan. Guru sebagai pihak yang dikambinghitamkan akan terasa acuh untuk tampil lebih kreatif. Mereka akan merasa sia-sia akibat “terkhianati” dengan “label kemunduran” yang telah terlanjur disematkan kepada mereka. Disisi lain, pihak penentu kebijakan pendidikan yang mengamini pengambinghitaman guru juga akan buta hati dan enggan berinovasi untuk mencari penyebab-penyebab sebenarnya dari masalah tersebut. Kita yakin para penentu kebijakan sangat tahu bahwa guru bukanlah faktor tunggal dalam masalah ini. Namun karena “kenikmatan kambing hitam” telah cenderung membuat mereka santai dan hanya berfokus pada satu problem tunggal dengan solusi-solusi yang sifatnya temporer.
Begitu juga dalam konteks agama. Kemunduran Islam misalnya sering diklaim semata-mata sebagai ulah pihak luar yang sengaja menghambat perkembangan Islam. Akibatnya kita sering pasrah dan tidak memiliki motivasi untuk melihat sebab-sebab yang sebanarnya. Atau sekali lagi kita” cendrung kenakan dan “lalee ngen sie kameng hitam” yang terkadang juga membuat kita sempoyongan akibat kelebihan memakannya. Kalaupun klaim di atas memang benar adanya, seperti usaha-usaha para orientalis untuk memutarbalikkan fakta-fakta kebenaran Al-Qur’an. Namun sayang kita selaku pemeluk Islam tidak menjadikannya sebagai tantangan untuk bangkit dan membuktikan bahwa Islam itu tidak seperti yang mereka tuduhkan. Salah satu cara paling efektif untuk itu adalah dengan mendakwahknanya” bil hal”, yaitu dengan berperilaku dan berdiskusi sesuai tatanan dan ajaran Islam dalam setiap persoalan keagamaan kita sehari-hari. Namun kenyataannnya kita sering latah dan terpancing dengan provokasi mereka. Kita kurang menyadari bahwa kekerasan tak akan selesai jika dibalas dengan kekerasan. Seperti diingatkan dalam kalimat mutiara berikut ini: "Kun ka al-syajar, yurma bi al-hajar, wa ya'udu bi al-tsamar." (Jadilah seperti pohon. Dilempar dengan batu, tapi membalas dengan buah).
Dampak lain dari pengambinghitaman dalam konteks politik, tulisan Zahrul Bawazir, “Ada apa setelah pemiliu? “ yang di muat di website WAA (World Acehness Association) sepertinya tepat untuk dijadikan rujukan. Zahrul menyebutkan bahwa dampak lain dari kambing hitam dalam konteks politik adalah akan membingungkan masyarakat. Demokrasi yang mencakup bebas berpendapat sering dimanfaatkan oleh oknum tertentu untuk menjatuhkan lawan politiknya. Dan salah satu satu penyebabnya menurut beliau adalah karena sejak kecil kita diajarkan hanya untuk menang, dan sangat jarang kita diberikan arti dari sebuah kekalahan.
Perfeksionitas dalam pandangan ini sungguh tidak bisa kita jadikan sebagai standar kesempurnaan. Karena mereka yang berhasil bukan saja ketika meraih kemenangan, tetapi ketika mereka bijak menanggapi kekalahan, mereka tergolong orang yang menang. Ketika kita dihadapkan kepada sebuah kegagalan, tidak semestinya mencari kambing hitam. Tetapi beri apresiasi kepada siapa saja yang menang.
Namun sepertinya para elit kita masih sangat suka dengan “kambing hitam” yang justeru akan membingungkan masyarakat. Di satu sisi masyarakat harus giat mendukung kinerja pemerintah, di sisi lain mereka dibuat ragu dengan stigma yang dilepas oleh para elit parpol. Alhasil, arah perubahan yang dituju selalu mengalami sandungan.
Mental menerima kekalahan rasanya belum dimiliki elit kita saat ini. mereka lebih senang melempar tuduhan dan mencari kesalahan orang lain. Oleh karena itu, apa salahnya jika kita tidak membingungkan negara dengan permasalahan pribadi atau kepentingan organisasi.
Cukuplah masa bersaing itu sebelum pemilihan. Kini, saat rakyat butuh dengan perubahan, marilah seiiring mengayun langkah menciptakan sebuah pemerintah yang bersih demi tercapainya amanat rakyat yang diridhai Allah S.W.T.
Akhirnya, satu hal yang perlu diingat bahwa untuk mencapai tujuan akhir ini “ kambing hitam dan “kuda hitam” tidak bisa berada dalam satu “kandang”. Dengan kata lain, untuk menjadikan Aceh sebagai “kuda hitam” perkembanagan nasional maka salah satu syarat utamanya adalah sembelihkan “kambing hitam”.
Sabtu, 24 Mei 2008
Information services for International Student of Islamic Studies
Knowing the information needs of a specific community is essential for librarians and other information service providers. It can help them in providing more effective and efficient services that meet the specific needs of their users. This paper evaluates the variety of library programs and information services designed specifically for the International student of Islamic Studies community. This evaluation will be based on an information services literature review
The International Islamic studies community explored in this paper is a group of International Islamic Studies students at the Faculty of Arts at McGill University. The prominent characteristics of this community are that they are strongly multicultural, multinational, and multilingual. The community at this institute includes Muslims and non-Muslims from around the world. The teaching staff and students come from a variety of countries: Canada, U.S.A., France, Romania, Ukraine, Korea, Turkey, Egypt, Ghana, Indonesia, Iran, Lebanon, Pakistan, Kenya, India, Tunisia, etc.
Academic subjects covered by students focus on the origin of Islam and current social and political realities in the modern Islamic world. Attention is given to the rise of Islamic society across the Middle East and beyond, and how the Islamic faith has shaped cultures over time. Courses are offered in “Islamic languages (Arabic, Turkish, Persian and Urdu), in Islamic history, in the social and economic institutions of Islam, in Islamic thought, and in modern developments in various regions of the Islamic world.” (McGill University Department of Islamic Studies:http://www.mcgill.ca/islamicstudies/overview/.
Based on an interview with a representative of this community asking about the needs and ways of seeking information, it was found that the information needs of this community are purposive. This community needs information to succeed in their academic life. It was also revealed that this community’s basic search skills are quite strong. The interviewee commented that he did not find any serious problems in searching with basic methods, but he sometimes finds difficulty searching at advanced levels.
One of the problems he mentioned is that “there was a lack of instructions about how to use the library system.” To solve his problems, the participant usually goes to the information desk or asks his friends for help. In the future, the participant suggests that the library should provide library education more often. He believed that this is the most effective way to improve library services for its patrons. This service is essential to establish users’ abilities to use library systems so that they will be able to meet their information needs more efficiently. In terms of format of library resources, this particular user prefers to use printed materials than electronic ones because they are easier to read. However, for his future needs, he also likes to keep them in electronic format files if the downloadable files are available.
In terms of the demographic of this community, there are three aspects that could be considered they are the status of the participant (international student), the level of study (graduate) and the Institute of Islamic studies community. The first and the second aspects could be considered as individual influences, while the third one is social.
Discussion of the literature
Various studies assessing international students’ problems in using libraries reported that international students have several problems that require special services. Sara Baron and Alexia Strout-Dapaz’s (2001) survey of 123 colleges and university libraries and international programs support offices, revealed that the three main challenges to international student academic success are “language/communication problems, adjusting to new educational/library system, and general cultural adjustments” (p. 314). To handle this problem Miriam Conteh-Morgan (2003) suggests that “instructor librarians would need to reinvent their teaching, and tailor their classes to be more pedagogically and culturally responsive” (p.8). Similarly, Soo Yong So (1994) cited in Washington and Clougherty (2002), argues that in order to serve international students libraries should provide special library services. Soo Yong So suggested libraries should offer native language and individualized bibliographic instruction, special staff development training, and outreach activities.
Pamela A. Jackson (2005) conducted a survey at San Jose State University in August 2003 “to assess incoming international students’ library and computer experience before coming to the US and to determine their current library need” (p.197). The survey results show that international students have several needs. The students needed specialized library orientations and information literacy programs. They also wanted friendly and helpful library staff, the availability of group study rooms, the existence of library resources in their own language and laptop connection throughout the library, more internet access and longer hours to use online resources.
In response to the findings of the survey and conversation with all university elements, the San Jose State University library was implemented a number of new library programs that assist international student learning. They are : “create a partnership with university international programs offices, assign a librarian to international student programs and outreach, increase library orientation and outreach efforts to international students, create an online tutorial for international students, create library web pages for international students, developed web guides with tips and resources for international students are valuable additions to the instruction and student support missions of the library” (p.205-206).
Similarly, in a case study by Sabina Robertson (2003) observing changing information needs of postgraduate students and the way in which the web was transforming services and information program delivery at the University of Melbourne also mentioned the importance of academic collaboration in presenting library workshops for university students. She argues that it is very important for librarians to work together with academic staff, IT staff and administrators to integrate library services and resources into the curricula. Examples of this academic partnership programs are; “The UWired Teaching and Technology Lecture Series” at the University of Washington and two programs at the University of Iowa; “Bailiwik (web space designed for academic collaborative work with colleagues within Iowa and other American and overseas institutions) and TWIST (Teaching with innovative style and Technology) (p.124).
Apart from this she also mentioned several examples of the programs at Australian universities that are designed specifically for international graduate students. One of them is the Academic Orientation Program for International Students (AOPIPS). This program has been established since mid 1999 and has become an integral part of the academic support skills program. The main purpose of this program is to help international students, especially for students who have problems with English and have difficulties with adapting to a different learning environment. Kinds of services provided to cover these issues is consultation services in “selecting relevant databases, constructing effective search strategies, locating resources and related skills, and some students take the opportunity to seek advice on supervision concerns and at time, family problems” (p129).
Likewise, Suhasini L. Kumar and Raghini S. Suresh (2000) emphasize the importance of specialized library instruction for international students. They also agree with other writers who have argued about the importance of making a good interaction between the international student office and the libraries. The librarians may choose to take a proactive role in initiating interaction and ongoing communication between the international student office and the library. More specifically, Miriam E. Conteh-Morgan (2001) also stressed the importance of collaboration between librarians and English-as-a-Second Language (ESL) instructors.
The essential nature of teamwork for providing special services for multicultural students is also highlighted by Scott Walter (2005). The results of his survey showed that it is important to develop substantive and sustainable partnerships between The Washington State libraries and the Multicultural Student Center to enhance library services for multicultural students. Examples of the services are “development of a web portal directing students to information about populations of color; library materials written by, or about, people of color; and pathfinders outlining useful print and electronic resources for academic research into issues of concern to communities of color, and to individuals within the library who can provide personal instruction and assistance for students working in these areas” (p.449)
Helm (1995) as cited in Baron and Strout-Dapaz (2001), emphasizes the importance of providing specialized instruction workshops for international students. In addition, she believes that “cultural appraisal, cultural empathy, and patience are essential traits necessary when serving international students” (p.315). A positive example of this is Penfield library at SUNY College in Oswego, which employs a head of specialized instruction services who works with multicultural initiatives and organizations on campus, involves staff in serving diverse populations, and offers diverse students with a variety of teaching tools.
Allen Natowitz (1995), cited in Carlette Washington and Leo Clougherty (2002), found that international students’ use of U.S. academic libraries is influenced by “he cultural diversity on campus, language and cultural barriers, and technological barriers”. To improve the service to international students he suggested “more concrete approaches to increasing the sensitivity toward and understanding of different cultures”. Furthermore, he recommended providing “Native language tours and glossaries and special workshops about the library system and technology for international students” (p.129).
Analysis
From several literature reviews discussed in this paper, it is obvious that all writers agree that a mastery of the library system is necessary for international students in order to find success in a university academic atmosphere. In addition, most of survey’s results of the literature above highlight the same problems of international students.
Based on an interview with a representative of this community and my personal experiences as an international student, I agree with the writers’ opinions both in terms of the problems of the international students and the solutions or services that need to be provided by libraries to accommodate the information needs of the international student community.
From information service literature reviews discussed in this paper, we may summarize that the following information activities and services should be included to develop international students’ information literacy skills which are essential to their academic success: 1) Special library orientation for international students. This special orientation is essential to international students as it provides a good chance for those students to familiarize themselves with the library environment, especially library contact staff. Jackson’s (2005) survey found that international students repeatedly note the need for more orientation and introduction to the library and even requested that the library orientation information and changes in library policies be sent to all students via e-mail.
2) Library resource introduction. A session introducing library resources is especially important to all new international students as studies show that international students are not aware of what is available in the library. Only when a student knows what resources the library has for their subject can they make good use of them. It is acknowledged that knowing and using library resources effectively will help international students enhance or improve their academic achievements Cuiying Mu (2007). 3) Sensitivity training for library staff so they are more comfortable working with international students. 4) More collaboration between libraries and international student centers so that they are more aware of the services that they should provide.
The following information activities and programs should be included to develop international students’ information literacy skills which are essential to their academic success:
(1) Library orientations.
Library orientation is essential to international students as it provides a good chance for those students to familiarize themselves with the library environment, especially library contact staff. Jackson’s (2005) survey found that international students repeatedly note the need for more orientation and introduction to the library and even requested that the library orientation information and changes in library policies be sent to all students via e-mail.
(2) Library resource introduction.
A session introducing library resources is especially important to all new international students as studies show that international students are not aware of what is available in the library. Only when a student knows what resources the library has for their subject can they make good use of them. It is acknowledged that knowing and using library resources effectively will help international students enhance or improve their academic achievements.
(3) Searching the catalogue.
Searching the library catalogue and especially interpreting the search results is very difficult for some international students since some of the terms such as “library classifications”, “call numbers”, “status of the books”, “item held”, “in process”, “on order” are often jargon to them.
(4) Locating information.
Locating information is a significant challenge for international students since many have grown up in cultures where a library collection is primarily made up of printed books and journals, and where their assignments are mainly based on their text books. It is interesting to learn that none of the 15 students interviewed searched an online database before coming to New Zealand. If we fail to teach them where to get quality information for their research, students will turn to other sources of information, especially the internet. They should be taught where to search for information in a Western academic library, where library resources are electronically-dominated and their assignments are essay-based.
(5) Information retrieval skills.
Having learned to find information, most international students still find database searching to be very complicated, as it is found that the use of synonyms, a necessity in keyword searching, is a difficult skill to master, especially for students with limited English vocabulary (Jacobson, 1988; DiMartino and Zoe, 2000 as cited in Patton, 2002). When teaching international students database searching, subject guide search or topic keyword search is a good place to start, as it does not involve as much use of synonyms, Boolean connectors or truncation.
(6) Critical thinking.
Evaluating information is a core skill for Asian international students since most have grown up in a culture where they did not need to judge information themselves. Indeed, their teachers or lecturers were responsible for judging information. Additionally, due to the popularity of the internet, they can retrieve large quantity of information over the computer without coming into the library. For instance, two Asian students failed their research thesis as the majority of their information sources were from the internet. They were not aware that they should use academic publications in their research. They did not know that different types of information available were from .com, .org, .govt, .ac, .edu. Nor did they have the ability to distinguish articles from popular magazines, trade magazines, academic or peer-reviewed journals. Kappoun (1998) as cited in Patton (2002) calls for faculty and librarian alike to give international students instruction and experience in critical evaluation of web sites as well as printed materials.
(7) Citing information.
International students are seen by lecturers as lacking in independent, critical thinking skills; as plagiarisers or root learners, speaking broken English and having awkward ways of participating in class (Carroll and Ryan, 2005). Therefore, international students should be given special assistance on referencing skills. Teaching them why and how to cite information is an essential part of information literacy program.
(8) Providing follow-up sessions.
Most confirmed that although some international students had received some kind of instruction on catalogue or database searching, the sessions included too much information, and they still had problems with the skills. A master student in law said that although she had had training in searching databases for journal articles, she did not remember much from the tutorial as it was done too soon after she arrived at the campus.
Follow-up procedures in reference interview/instructional services would be of great importance to an international student (Curry and Copeman, 2005). The need for individual practice, not only during or following an instruction session, but individual practice with individual assistance was desirable since each international student is an individual, regardless of the student’s specific culture (DuPraw and Axner, 1997).
Reference librarians also need to demonstrate different modes of searches and encourage students to practice. Subject guide/topic search seems much easier for international students than basic key words search since they have difficulty finding synonyms and understanding Boolean connectors – essential in key word searches.
References
Baron, S & Dapaz, Strout. A (2001). Communicating with and empowering international students with a library skill set. Reference Service Review, 29(4),314-326. Retrieved March 15, 2008, from Emerald Group Publishing Limited database.
Conteh-Morgan, M.E. (2003). Journey with new maps: adjusting mental models and rethinking instruction to language minority students, 10-13 April 2003, Charlotte, North Carolina, Association of College and Research Libraries, Chicago, IL, p. 257-66. Retrieve March 25, 2008 from http://www.google.ca/search?hl=en&q=Journey+with+New+Maps%3A&btnG=Google+Search&meta=
Jackson A, Pamela (2005). Incoming international students and the library: a survey. Reference Service Review, 33(2), 197-209. Retrieved March 23, 2008, from Emerald Group Publishing L imited database.
Kumar, S.L. and Suresh, R.S. (2000). Strategies for providing effective services for international adult learners. The Reference Librarian, 69/70, 327-36. Retrieved March 20, 2008, from Ebsco database.
Liu, M & Redfern, B. (1997). Information-seeking behavior of multicultural students: A case study at San Jose State University. College & Research Libraries, 58, 348-354. Retrieved March 20 from http://www.ala.org/ala/acrl/acrlpubs/crljournal/backissues1997b/july97/liu.pdf
McGill University Department of Islamic (2008). Introduction to the Institute of Islamic Studies. Retrieved Jan 18, 2007 from McGill University, Department of Islamic Studies http://www.mcgill.ca/islamicstudies/overview/
Mu, Cuiying (2007) Marketing academic library resources and information services to international student from Asia. Reference Services Review. 35(4),571-583. Retrieved March 23, 2008, from Emerald Group Publishing Limited database.
Robertson, Sabina (2003). Designing and delivering information service to postgraduate students: a case study. The new review of information and library research. Taylor & Francis Ltd. Retrieved March 20, 2008, from Emerald Group Publishing Limited database.
Scott Walter (2005).Moving beyond collections Academic library outreach to multicultural student centers. Reference Services Review, 33 (4), 438-458. Retrieved March 18, 2008, from Emerald Group Publishing Limited database.
Washington. H. C & Clougherty, L (2002) Identifying the resource and service needs of graduate and professional students; the University of Iowa user needs of graduate Professional Series. Libraries and the Academy.1(2),125-143
The International Islamic studies community explored in this paper is a group of International Islamic Studies students at the Faculty of Arts at McGill University. The prominent characteristics of this community are that they are strongly multicultural, multinational, and multilingual. The community at this institute includes Muslims and non-Muslims from around the world. The teaching staff and students come from a variety of countries: Canada, U.S.A., France, Romania, Ukraine, Korea, Turkey, Egypt, Ghana, Indonesia, Iran, Lebanon, Pakistan, Kenya, India, Tunisia, etc.
Academic subjects covered by students focus on the origin of Islam and current social and political realities in the modern Islamic world. Attention is given to the rise of Islamic society across the Middle East and beyond, and how the Islamic faith has shaped cultures over time. Courses are offered in “Islamic languages (Arabic, Turkish, Persian and Urdu), in Islamic history, in the social and economic institutions of Islam, in Islamic thought, and in modern developments in various regions of the Islamic world.” (McGill University Department of Islamic Studies:http://www.mcgill.ca/islamicstudies/overview/.
Based on an interview with a representative of this community asking about the needs and ways of seeking information, it was found that the information needs of this community are purposive. This community needs information to succeed in their academic life. It was also revealed that this community’s basic search skills are quite strong. The interviewee commented that he did not find any serious problems in searching with basic methods, but he sometimes finds difficulty searching at advanced levels.
One of the problems he mentioned is that “there was a lack of instructions about how to use the library system.” To solve his problems, the participant usually goes to the information desk or asks his friends for help. In the future, the participant suggests that the library should provide library education more often. He believed that this is the most effective way to improve library services for its patrons. This service is essential to establish users’ abilities to use library systems so that they will be able to meet their information needs more efficiently. In terms of format of library resources, this particular user prefers to use printed materials than electronic ones because they are easier to read. However, for his future needs, he also likes to keep them in electronic format files if the downloadable files are available.
In terms of the demographic of this community, there are three aspects that could be considered they are the status of the participant (international student), the level of study (graduate) and the Institute of Islamic studies community. The first and the second aspects could be considered as individual influences, while the third one is social.
Discussion of the literature
Various studies assessing international students’ problems in using libraries reported that international students have several problems that require special services. Sara Baron and Alexia Strout-Dapaz’s (2001) survey of 123 colleges and university libraries and international programs support offices, revealed that the three main challenges to international student academic success are “language/communication problems, adjusting to new educational/library system, and general cultural adjustments” (p. 314). To handle this problem Miriam Conteh-Morgan (2003) suggests that “instructor librarians would need to reinvent their teaching, and tailor their classes to be more pedagogically and culturally responsive” (p.8). Similarly, Soo Yong So (1994) cited in Washington and Clougherty (2002), argues that in order to serve international students libraries should provide special library services. Soo Yong So suggested libraries should offer native language and individualized bibliographic instruction, special staff development training, and outreach activities.
Pamela A. Jackson (2005) conducted a survey at San Jose State University in August 2003 “to assess incoming international students’ library and computer experience before coming to the US and to determine their current library need” (p.197). The survey results show that international students have several needs. The students needed specialized library orientations and information literacy programs. They also wanted friendly and helpful library staff, the availability of group study rooms, the existence of library resources in their own language and laptop connection throughout the library, more internet access and longer hours to use online resources.
In response to the findings of the survey and conversation with all university elements, the San Jose State University library was implemented a number of new library programs that assist international student learning. They are : “create a partnership with university international programs offices, assign a librarian to international student programs and outreach, increase library orientation and outreach efforts to international students, create an online tutorial for international students, create library web pages for international students, developed web guides with tips and resources for international students are valuable additions to the instruction and student support missions of the library” (p.205-206).
Similarly, in a case study by Sabina Robertson (2003) observing changing information needs of postgraduate students and the way in which the web was transforming services and information program delivery at the University of Melbourne also mentioned the importance of academic collaboration in presenting library workshops for university students. She argues that it is very important for librarians to work together with academic staff, IT staff and administrators to integrate library services and resources into the curricula. Examples of this academic partnership programs are; “The UWired Teaching and Technology Lecture Series” at the University of Washington and two programs at the University of Iowa; “Bailiwik (web space designed for academic collaborative work with colleagues within Iowa and other American and overseas institutions) and TWIST (Teaching with innovative style and Technology) (p.124).
Apart from this she also mentioned several examples of the programs at Australian universities that are designed specifically for international graduate students. One of them is the Academic Orientation Program for International Students (AOPIPS). This program has been established since mid 1999 and has become an integral part of the academic support skills program. The main purpose of this program is to help international students, especially for students who have problems with English and have difficulties with adapting to a different learning environment. Kinds of services provided to cover these issues is consultation services in “selecting relevant databases, constructing effective search strategies, locating resources and related skills, and some students take the opportunity to seek advice on supervision concerns and at time, family problems” (p129).
Likewise, Suhasini L. Kumar and Raghini S. Suresh (2000) emphasize the importance of specialized library instruction for international students. They also agree with other writers who have argued about the importance of making a good interaction between the international student office and the libraries. The librarians may choose to take a proactive role in initiating interaction and ongoing communication between the international student office and the library. More specifically, Miriam E. Conteh-Morgan (2001) also stressed the importance of collaboration between librarians and English-as-a-Second Language (ESL) instructors.
The essential nature of teamwork for providing special services for multicultural students is also highlighted by Scott Walter (2005). The results of his survey showed that it is important to develop substantive and sustainable partnerships between The Washington State libraries and the Multicultural Student Center to enhance library services for multicultural students. Examples of the services are “development of a web portal directing students to information about populations of color; library materials written by, or about, people of color; and pathfinders outlining useful print and electronic resources for academic research into issues of concern to communities of color, and to individuals within the library who can provide personal instruction and assistance for students working in these areas” (p.449)
Helm (1995) as cited in Baron and Strout-Dapaz (2001), emphasizes the importance of providing specialized instruction workshops for international students. In addition, she believes that “cultural appraisal, cultural empathy, and patience are essential traits necessary when serving international students” (p.315). A positive example of this is Penfield library at SUNY College in Oswego, which employs a head of specialized instruction services who works with multicultural initiatives and organizations on campus, involves staff in serving diverse populations, and offers diverse students with a variety of teaching tools.
Allen Natowitz (1995), cited in Carlette Washington and Leo Clougherty (2002), found that international students’ use of U.S. academic libraries is influenced by “he cultural diversity on campus, language and cultural barriers, and technological barriers”. To improve the service to international students he suggested “more concrete approaches to increasing the sensitivity toward and understanding of different cultures”. Furthermore, he recommended providing “Native language tours and glossaries and special workshops about the library system and technology for international students” (p.129).
Analysis
From several literature reviews discussed in this paper, it is obvious that all writers agree that a mastery of the library system is necessary for international students in order to find success in a university academic atmosphere. In addition, most of survey’s results of the literature above highlight the same problems of international students.
Based on an interview with a representative of this community and my personal experiences as an international student, I agree with the writers’ opinions both in terms of the problems of the international students and the solutions or services that need to be provided by libraries to accommodate the information needs of the international student community.
From information service literature reviews discussed in this paper, we may summarize that the following information activities and services should be included to develop international students’ information literacy skills which are essential to their academic success: 1) Special library orientation for international students. This special orientation is essential to international students as it provides a good chance for those students to familiarize themselves with the library environment, especially library contact staff. Jackson’s (2005) survey found that international students repeatedly note the need for more orientation and introduction to the library and even requested that the library orientation information and changes in library policies be sent to all students via e-mail.
2) Library resource introduction. A session introducing library resources is especially important to all new international students as studies show that international students are not aware of what is available in the library. Only when a student knows what resources the library has for their subject can they make good use of them. It is acknowledged that knowing and using library resources effectively will help international students enhance or improve their academic achievements Cuiying Mu (2007). 3) Sensitivity training for library staff so they are more comfortable working with international students. 4) More collaboration between libraries and international student centers so that they are more aware of the services that they should provide.
The following information activities and programs should be included to develop international students’ information literacy skills which are essential to their academic success:
(1) Library orientations.
Library orientation is essential to international students as it provides a good chance for those students to familiarize themselves with the library environment, especially library contact staff. Jackson’s (2005) survey found that international students repeatedly note the need for more orientation and introduction to the library and even requested that the library orientation information and changes in library policies be sent to all students via e-mail.
(2) Library resource introduction.
A session introducing library resources is especially important to all new international students as studies show that international students are not aware of what is available in the library. Only when a student knows what resources the library has for their subject can they make good use of them. It is acknowledged that knowing and using library resources effectively will help international students enhance or improve their academic achievements.
(3) Searching the catalogue.
Searching the library catalogue and especially interpreting the search results is very difficult for some international students since some of the terms such as “library classifications”, “call numbers”, “status of the books”, “item held”, “in process”, “on order” are often jargon to them.
(4) Locating information.
Locating information is a significant challenge for international students since many have grown up in cultures where a library collection is primarily made up of printed books and journals, and where their assignments are mainly based on their text books. It is interesting to learn that none of the 15 students interviewed searched an online database before coming to New Zealand. If we fail to teach them where to get quality information for their research, students will turn to other sources of information, especially the internet. They should be taught where to search for information in a Western academic library, where library resources are electronically-dominated and their assignments are essay-based.
(5) Information retrieval skills.
Having learned to find information, most international students still find database searching to be very complicated, as it is found that the use of synonyms, a necessity in keyword searching, is a difficult skill to master, especially for students with limited English vocabulary (Jacobson, 1988; DiMartino and Zoe, 2000 as cited in Patton, 2002). When teaching international students database searching, subject guide search or topic keyword search is a good place to start, as it does not involve as much use of synonyms, Boolean connectors or truncation.
(6) Critical thinking.
Evaluating information is a core skill for Asian international students since most have grown up in a culture where they did not need to judge information themselves. Indeed, their teachers or lecturers were responsible for judging information. Additionally, due to the popularity of the internet, they can retrieve large quantity of information over the computer without coming into the library. For instance, two Asian students failed their research thesis as the majority of their information sources were from the internet. They were not aware that they should use academic publications in their research. They did not know that different types of information available were from .com, .org, .govt, .ac, .edu. Nor did they have the ability to distinguish articles from popular magazines, trade magazines, academic or peer-reviewed journals. Kappoun (1998) as cited in Patton (2002) calls for faculty and librarian alike to give international students instruction and experience in critical evaluation of web sites as well as printed materials.
(7) Citing information.
International students are seen by lecturers as lacking in independent, critical thinking skills; as plagiarisers or root learners, speaking broken English and having awkward ways of participating in class (Carroll and Ryan, 2005). Therefore, international students should be given special assistance on referencing skills. Teaching them why and how to cite information is an essential part of information literacy program.
(8) Providing follow-up sessions.
Most confirmed that although some international students had received some kind of instruction on catalogue or database searching, the sessions included too much information, and they still had problems with the skills. A master student in law said that although she had had training in searching databases for journal articles, she did not remember much from the tutorial as it was done too soon after she arrived at the campus.
Follow-up procedures in reference interview/instructional services would be of great importance to an international student (Curry and Copeman, 2005). The need for individual practice, not only during or following an instruction session, but individual practice with individual assistance was desirable since each international student is an individual, regardless of the student’s specific culture (DuPraw and Axner, 1997).
Reference librarians also need to demonstrate different modes of searches and encourage students to practice. Subject guide/topic search seems much easier for international students than basic key words search since they have difficulty finding synonyms and understanding Boolean connectors – essential in key word searches.
References
Baron, S & Dapaz, Strout. A (2001). Communicating with and empowering international students with a library skill set. Reference Service Review, 29(4),314-326. Retrieved March 15, 2008, from Emerald Group Publishing Limited database.
Conteh-Morgan, M.E. (2003). Journey with new maps: adjusting mental models and rethinking instruction to language minority students, 10-13 April 2003, Charlotte, North Carolina, Association of College and Research Libraries, Chicago, IL, p. 257-66. Retrieve March 25, 2008 from http://www.google.ca/search?hl=en&q=Journey+with+New+Maps%3A&btnG=Google+Search&meta=
Jackson A, Pamela (2005). Incoming international students and the library: a survey. Reference Service Review, 33(2), 197-209. Retrieved March 23, 2008, from Emerald Group Publishing L imited database.
Kumar, S.L. and Suresh, R.S. (2000). Strategies for providing effective services for international adult learners. The Reference Librarian, 69/70, 327-36. Retrieved March 20, 2008, from Ebsco database.
Liu, M & Redfern, B. (1997). Information-seeking behavior of multicultural students: A case study at San Jose State University. College & Research Libraries, 58, 348-354. Retrieved March 20 from http://www.ala.org/ala/acrl/acrlpubs/crljournal/backissues1997b/july97/liu.pdf
McGill University Department of Islamic (2008). Introduction to the Institute of Islamic Studies. Retrieved Jan 18, 2007 from McGill University, Department of Islamic Studies http://www.mcgill.ca/islamicstudies/overview/
Mu, Cuiying (2007) Marketing academic library resources and information services to international student from Asia. Reference Services Review. 35(4),571-583. Retrieved March 23, 2008, from Emerald Group Publishing Limited database.
Robertson, Sabina (2003). Designing and delivering information service to postgraduate students: a case study. The new review of information and library research. Taylor & Francis Ltd. Retrieved March 20, 2008, from Emerald Group Publishing Limited database.
Scott Walter (2005).Moving beyond collections Academic library outreach to multicultural student centers. Reference Services Review, 33 (4), 438-458. Retrieved March 18, 2008, from Emerald Group Publishing Limited database.
Washington. H. C & Clougherty, L (2002) Identifying the resource and service needs of graduate and professional students; the University of Iowa user needs of graduate Professional Series. Libraries and the Academy.1(2),125-143
Minggu, 16 Maret 2008
A Three-Year Strategic Plan for Academic Library of IAIN Ar-Raniry
The Academic Library of The State Institute of Islamic Studies of Ar-Raniry (IAIN Ar-Raniry) is one of the biggest libraries in Aceh. This library was established in 1963 along with its institution. The library is located in the center of campus of IAIN Ar-Raniry, Darussalam Banda Aceh, and a ten-minute drive from Banda Aceh City.
To sustain the operational activities of the library, the library has delegated its activities into seven departments; reference, administration/finance, circulation, acquisition, preservation, collection processing, and automation, the newest department. Each department is chaired by a professional librarian. In order to support the activities of the departments, the library has 30 staff, consisting of professionals, paraprofessionals and support staff. 20 of them are permanent staff or public servants, and the rest are temporary staff who work as volunteers.
To serve its 5000 clients, which consist of students, lecturers, researchers and other academic staff, the library provides around 40,000 copies collection. All the collections are available in printed formats consists of books and journals. However, although the library does not have electronic resources, since June 2006 the library has established Online Public Access Catalogue (OPAC) for searching process.
As a government organization, the academic library of Ar-Raniry is funded by the government of Indonesia. The total of annual budget is of $100,000. This budget is allocated into 5 major parts; acquisition and collection development, human resources development, library automation, marketing, and others. Forty per cent of the budget is allocated to collection, fifteen per cent for training and staff development, and twenty five per cent for library automation, ten per cent for library marketing and ten per cent for other utilities. The salaries of the staff are paid directly by the government through the institution.
Vision:
To develop the library of Ar-Raniry as a modern Islamic information resources and learning center to support teaching, learning and research process of Ar-Raniry Institute by providing adequate and relevant resources with high quality services.
Mission:
The Academic library of Ar-Raniry:
Generates the three pillars of Indonesian Higher Education and Ar-Raniry’s mission.
Develops and preserves collections
Leads on Islamic information professional services
Simulates and promotes the internal research and publications of Ar-Raniry
Values:
The library staff of IAIN Ar-Raniry’s library:
endeavor for excellence in fulfilling the library’s mission;
Strive to support the three pillars of Indonesian higher education
struggle to develop literate community
encourage vision and innovation of Ar-Raniry
deploy advanced technologies and maximize the capability of our resources
SWOT analysis:
Strengths:
• The library has some professional librarians (LIS graduate)
• The library also has two specialists in automation field (graduated from computer sciences)
• The library has an annual budget from the government.
• The automation program is highly demanded by university students.
• There is a strong commitment both from librarians and the institution to build this technology system.
Weaknesses:
• The scope of the collection is still limited both in terms of subjects and formats
• The library has very limited authority to run its policies.
• The limited fund available is another serious problem of the library.
• The library performance is still not too attractive and comfortable.
• The library is still weak in managerial aspects
Opportunities,
• The library has become one of the development targets of the institution and the local government.
• Besides government funds, other donor funds (NGOs) are available for collection enhancement and other steps in the automation process.
• The academic community is willing to support the library program.
Threats:
• The rapid changes of technology can affect to the increase of library budget.
• Lack of government policy in supporting library programs.
• Low literacy of community
Strategic Planning Priorities:
The main purpose of the academic library of Ar-Raniry is to support the academic process of its institution in terms of teaching, learning and research programs, known as the three pillars of Indonesian higher education. In order to reach its primary purpose, the library of Ar-Raniry is planning to develop four core programs in the next three years (2009-2011): Acquisition, Human Resources Development, Library Automation, and Library Marketing.
Priority 1: Library Automation
Goals:
1. To make the library services and resources more accessible and useful for its users
2. To expand on-line library services through Local Area Network systems (LAN) to all faculties and other units within the area of Ar-Raniry institute
3. To expand library networking; regional, national and international.
Objectives:
• To provide adequate searching media (OPACs)
• To expand access points (workstations)
• To develop easy-searching systems
• To increase the accuracy of data inputting
• To allocate 40 per cent of annual automation budget for hardware
• To allocate 30 per cent of annual automation budget for software
• To allocate 20 per cent of annual automation budget for maintenance
• To allocate 10 per cent of annual automation budget for other equipments.
Priority 2: Library Marketing:
Goals:
1. To promote the library values in terms of systems and services in order to promote awareness among users and donors.
2. To increase the marketing of the library programs regionally, nationally and internationally.
3. To develop the library of Ar-Raniry as a deposit center for internal academic publications.
4. To support the teaching and learning process of Library and Information Science program and to promote its graduates to schools, government and non- government organizations
5. To gain the authorization of library in terms of budgeting and staffing
6. To raise the library budget internally to develop library services and to motivate the staff through incentive or over-time payments.
7. To create the library committee consists of librarians, lecturers, researchers and the institution managers.
8. To plan regular evaluations of all library activities in order to ensure that the programs run properly.
Objectives:
• To increase library publications in various formats, such as brochures, leaflets, banners, reports, quarterly journals, CDs, etc.
• To be involved in the planning of all educational programmes
• To establish a desirable relationship among librarians, users, donors, publishers and governments through regular meetings or events.
• To provide adequate guiding to the layout of the library and the resources held in it.
• To spend 40 per cent of annual marketing budget for library publications
• To spend 30 per cent of annual marketing budget for designing interior and exterior of the library
• To spend 30 per cent of annual marketing budget for assessment market needs.
Priority 3: Acquisitions and collection development
Goals:
1. To provide adequate and relevant library resources in both printed and electronic formats.
2. To maintain an annual weeding to ensure the up to date of the collection.
3. To expand library’s capacity to collect and provides access to multimedia including images, audios, videos and digital formats
Objectives:
• To provide various selection tools, such as books in print, national bibliography, publisher catalogues, etc.
• To spend 20 per cent of the annual materials budget for non-book materials.
• To spend 10 per cent of the annual materials budget for electronic resources
• To spend 10 per cent of the annual materials budget for news papers and magazines.
• To spend 60 per cent of the annual materials budget for monographs and journals.
Priority 3: Training and Staff Development
Goals:
1. To develop the library staff’s abilities in using and implementing technology in all departments.
2. To enhance the library’s staff abilities in serving users.
Objectives:
• To allocate 50 per cent of the human resource development budget to provide staff training in managerial and technical skill such as cataloguing, indexing, and data inputting.
• To provide 50 per cent of human resource development budget for the staff to participate in workshops and seminars in both regional and national.
To sustain the operational activities of the library, the library has delegated its activities into seven departments; reference, administration/finance, circulation, acquisition, preservation, collection processing, and automation, the newest department. Each department is chaired by a professional librarian. In order to support the activities of the departments, the library has 30 staff, consisting of professionals, paraprofessionals and support staff. 20 of them are permanent staff or public servants, and the rest are temporary staff who work as volunteers.
To serve its 5000 clients, which consist of students, lecturers, researchers and other academic staff, the library provides around 40,000 copies collection. All the collections are available in printed formats consists of books and journals. However, although the library does not have electronic resources, since June 2006 the library has established Online Public Access Catalogue (OPAC) for searching process.
As a government organization, the academic library of Ar-Raniry is funded by the government of Indonesia. The total of annual budget is of $100,000. This budget is allocated into 5 major parts; acquisition and collection development, human resources development, library automation, marketing, and others. Forty per cent of the budget is allocated to collection, fifteen per cent for training and staff development, and twenty five per cent for library automation, ten per cent for library marketing and ten per cent for other utilities. The salaries of the staff are paid directly by the government through the institution.
Vision:
To develop the library of Ar-Raniry as a modern Islamic information resources and learning center to support teaching, learning and research process of Ar-Raniry Institute by providing adequate and relevant resources with high quality services.
Mission:
The Academic library of Ar-Raniry:
Generates the three pillars of Indonesian Higher Education and Ar-Raniry’s mission.
Develops and preserves collections
Leads on Islamic information professional services
Simulates and promotes the internal research and publications of Ar-Raniry
Values:
The library staff of IAIN Ar-Raniry’s library:
endeavor for excellence in fulfilling the library’s mission;
Strive to support the three pillars of Indonesian higher education
struggle to develop literate community
encourage vision and innovation of Ar-Raniry
deploy advanced technologies and maximize the capability of our resources
SWOT analysis:
Strengths:
• The library has some professional librarians (LIS graduate)
• The library also has two specialists in automation field (graduated from computer sciences)
• The library has an annual budget from the government.
• The automation program is highly demanded by university students.
• There is a strong commitment both from librarians and the institution to build this technology system.
Weaknesses:
• The scope of the collection is still limited both in terms of subjects and formats
• The library has very limited authority to run its policies.
• The limited fund available is another serious problem of the library.
• The library performance is still not too attractive and comfortable.
• The library is still weak in managerial aspects
Opportunities,
• The library has become one of the development targets of the institution and the local government.
• Besides government funds, other donor funds (NGOs) are available for collection enhancement and other steps in the automation process.
• The academic community is willing to support the library program.
Threats:
• The rapid changes of technology can affect to the increase of library budget.
• Lack of government policy in supporting library programs.
• Low literacy of community
Strategic Planning Priorities:
The main purpose of the academic library of Ar-Raniry is to support the academic process of its institution in terms of teaching, learning and research programs, known as the three pillars of Indonesian higher education. In order to reach its primary purpose, the library of Ar-Raniry is planning to develop four core programs in the next three years (2009-2011): Acquisition, Human Resources Development, Library Automation, and Library Marketing.
Priority 1: Library Automation
Goals:
1. To make the library services and resources more accessible and useful for its users
2. To expand on-line library services through Local Area Network systems (LAN) to all faculties and other units within the area of Ar-Raniry institute
3. To expand library networking; regional, national and international.
Objectives:
• To provide adequate searching media (OPACs)
• To expand access points (workstations)
• To develop easy-searching systems
• To increase the accuracy of data inputting
• To allocate 40 per cent of annual automation budget for hardware
• To allocate 30 per cent of annual automation budget for software
• To allocate 20 per cent of annual automation budget for maintenance
• To allocate 10 per cent of annual automation budget for other equipments.
Priority 2: Library Marketing:
Goals:
1. To promote the library values in terms of systems and services in order to promote awareness among users and donors.
2. To increase the marketing of the library programs regionally, nationally and internationally.
3. To develop the library of Ar-Raniry as a deposit center for internal academic publications.
4. To support the teaching and learning process of Library and Information Science program and to promote its graduates to schools, government and non- government organizations
5. To gain the authorization of library in terms of budgeting and staffing
6. To raise the library budget internally to develop library services and to motivate the staff through incentive or over-time payments.
7. To create the library committee consists of librarians, lecturers, researchers and the institution managers.
8. To plan regular evaluations of all library activities in order to ensure that the programs run properly.
Objectives:
• To increase library publications in various formats, such as brochures, leaflets, banners, reports, quarterly journals, CDs, etc.
• To be involved in the planning of all educational programmes
• To establish a desirable relationship among librarians, users, donors, publishers and governments through regular meetings or events.
• To provide adequate guiding to the layout of the library and the resources held in it.
• To spend 40 per cent of annual marketing budget for library publications
• To spend 30 per cent of annual marketing budget for designing interior and exterior of the library
• To spend 30 per cent of annual marketing budget for assessment market needs.
Priority 3: Acquisitions and collection development
Goals:
1. To provide adequate and relevant library resources in both printed and electronic formats.
2. To maintain an annual weeding to ensure the up to date of the collection.
3. To expand library’s capacity to collect and provides access to multimedia including images, audios, videos and digital formats
Objectives:
• To provide various selection tools, such as books in print, national bibliography, publisher catalogues, etc.
• To spend 20 per cent of the annual materials budget for non-book materials.
• To spend 10 per cent of the annual materials budget for electronic resources
• To spend 10 per cent of the annual materials budget for news papers and magazines.
• To spend 60 per cent of the annual materials budget for monographs and journals.
Priority 3: Training and Staff Development
Goals:
1. To develop the library staff’s abilities in using and implementing technology in all departments.
2. To enhance the library’s staff abilities in serving users.
Objectives:
• To allocate 50 per cent of the human resource development budget to provide staff training in managerial and technical skill such as cataloguing, indexing, and data inputting.
• To provide 50 per cent of human resource development budget for the staff to participate in workshops and seminars in both regional and national.
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