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
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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.

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