2017 Conference Sessions
Start Date
11-12-2017 1:45 PM
Description
Over a million international students attended U.S. colleges and universities in the 2015- 2016 academic year, international student enrollment has risen steadily over the past decade, and the majority of these students come from countries where English is not the primary language (Institute for International Education, 2016). Furthermore, the Pew Research Center reports that “future immigrants and their children will account for 88% of the U.S. population increase between 2016 and 2065” (as cited in Ramakrishnan, Barker, Vervoordt, & Zhang, 2017, p. 1).
Existing studies of international and English as a second language (ESL) students have focused mainly on their academic information needs, while relatively few have considered information needs related to their personal lives. However, as suggested by Maslow’s hierarchy of needs, it can be difficult for a person to focus on learning and self-actualization when safety and belonging needs are not being met (as cited in Ramakrishnan, Barker, Vervoordt, & Zhang, 2017).
Furthermore, academic level may be a predictor of information behavior (Alzougool, Chang, Gomes, & Berry, 2013;; Sin & Kim, 2013;; Yi, 2007), yet few studies address the information behavior of ESL students attending community colleges.
Thus, this study seeks to understand the information behavior of ESL community college students and to explore how academic libraries can develop holistic strategies for meeting their information needs not just as students, but as whole persons.
Included in
More Than Just Students: Personal Information Needs of ESL Community College Students
Over a million international students attended U.S. colleges and universities in the 2015- 2016 academic year, international student enrollment has risen steadily over the past decade, and the majority of these students come from countries where English is not the primary language (Institute for International Education, 2016). Furthermore, the Pew Research Center reports that “future immigrants and their children will account for 88% of the U.S. population increase between 2016 and 2065” (as cited in Ramakrishnan, Barker, Vervoordt, & Zhang, 2017, p. 1).
Existing studies of international and English as a second language (ESL) students have focused mainly on their academic information needs, while relatively few have considered information needs related to their personal lives. However, as suggested by Maslow’s hierarchy of needs, it can be difficult for a person to focus on learning and self-actualization when safety and belonging needs are not being met (as cited in Ramakrishnan, Barker, Vervoordt, & Zhang, 2017).
Furthermore, academic level may be a predictor of information behavior (Alzougool, Chang, Gomes, & Berry, 2013;; Sin & Kim, 2013;; Yi, 2007), yet few studies address the information behavior of ESL students attending community colleges.
Thus, this study seeks to understand the information behavior of ESL community college students and to explore how academic libraries can develop holistic strategies for meeting their information needs not just as students, but as whole persons.
