International student engagement in academic library instruction classes in New Zealand

Abstract

Research Problem: The purpose of this study is to ascertain if New Zealand tertiary libraries are meeting the information literacy needs of international students’ specifically through engagement in library instruction classes.

Methodology: A qualitative research design influenced by grounded theory was employed. Three international students’ participated in a semi structured focus group interview designed to explore their learning experiences in information literacy classes at their designated institute. Data collected was then analysed thematically.

Results: Students had limited previous experience using a similar library to their current institute one therefore students valued library instruction. Communication difficulties were identified as the biggest barrier to engagement in library instruction and with library staff in general. Other campus wide environmental issues such as computer, Wi-Fi and internet access problems were also identified as barriers to their learning as international students’.

Implications: In order to enhance the academic success of International students’, education providers must facilitate their acculturation into both New Zealand academic and social cultural milieu (Mackay, Harding, Jurlina, Scobie, & Khan, 2011). The findings from this study provide a snapshot of factors influencing the international student experience which currently is of strong significance as overseas student recruitment has become an important component of strategic planning at most tertiary institutions as increased enrolments contribute considerably to the New Zealand economy (New Zealand Ministry of Education, 2009). Further research into the topic of improving the International student experience in New Zealand should be undertaken to discover how to better support both tertiary institution goals and students’ learning experience.