An assessment of academic library services: international and domestic students perspectives

2.1 Information literacy

With the rapid rise in the amount of information and the growing availability of information sources through information technology (IT), information literacy has swiftly become one of the most essential sets of abilities for lifelong learning (Riedling, 2006). The ACRL (2006) defines information literacy broadly as a set of abilities to identify the need for information, procure the information, evaluate the information and subsequently revise the strategy for obtaining the information, use the information and use it in an ethical and legal manner, and to engage in lifelong learning. Moreover, according to the Chartered Institute of Library and Information Professionals (CILIP, 2004), an information literate person is one who can recognise the need for information, the sources available, how to obtain information, the need to assess outcomes, how to work with or employ results, ethics and accountability of use, how to interact or share one's findings and how to control the findings (CILIP, 2004). Mackey and Jacobson (2004) describe that information literacy is a necessary skill set that provides students for critical thinking in the university, the workplace and everyday life. They go on and argue that students who are information literate are better outfitted for today's complicated environment than students who are not. Thus, becoming information literate is necessary for a person to thrive both academically and professionally.

Exner (2014) discusses that “information literacy is the actual structure around which many academic libraries currently organise their instructional programs” (p. 460). A good number of studies and scholars have examined the significance of teaching information literacy asserting that IL addresses wide range abilities with various implications. For instance, in the context of higher education, Breivik (2005) claimed that education has the responsibility to assist students to obtain research abilities. The author believes that attempts to strengthen students' information literacy skills in university need to happen at the institutional, curriculum and classroom levels. In New Zealand, Mu (2007) found that Asian students had problems in using academic libraries. The findings of the Mu's research clearly showed that librarians need to consider international students' personalities, learning styles, language knowledge and subjects of interests in their education schedules. Hughes (2010) conducted a study regarding international students' experiences and perceptions at two Australian university libraries and librarians. The findings showed that international students had limited prior library use, causing some difficulties they encounter in utilising the library at their host university. Prior studies have shown, international students suffer from low information literacy skills (Ayoub, 2016; Gunnarsson et al., 2014; Jackson and Sullivan, 2011)

2.2 International students at the Finnish higher education

Globalisation and advancement in technology provide opportunities for people to travel and to study overseas. According to the Finnish National Agency for Education (2018), the notable number of foreign degree students in higher education are non-EU/EEA students. In 2016, more than 21,000 international degree students were studying in Finnish higher education institutions. The highest number of international students in Finnish universities are from China, Russia and Vietnam (Finnish National Agency for Education, 2018).

International students' perception of libraries services and librarians in the Western world may be varied from what libraries look like in their home university. Many of these students have not had librarians available to help them with their research in their home counties and are often unfamiliar with the library sources of the Western library systems (Jackson and Sullivan, 2011). Therefore, academic libraries play a crucial role in joining international students, not only to universities but also to information literacy abilities they require to achieve (Jackson and Sullivan, 2011). A good number of research studies on students' information literacy were conducted in various countries in the world. These studies (Knight et al., 2010; Liu, 1993; Mu, 2007) concentrated principally on the information-seeking behaviours of students and their attitudes towards library services. Song (2004) investigated the attitudes and expectations of international students on using electronic library resources. The results showed that a notable number of students did not have experience with electronic library services in their home countries. Knight et al. (2010) conducted research regarding international students' use of academic libraries at three various college campuses. The study examined why international students do or do not attend the library. Results verified the fact that academic librarians can play an important role in promoting this group of students to use library resources and services.

Moreover, Sin and Kim (2018), investigated whether international students differ from domestic students in their information needs and difficulties faced. The results showed that international and domestic students are similar in their top-ranked needs and barriers. Finally, Hughes et al. (2018) provided insights into first-year international and domestic students’ skills of using library resources and services. The results showed that the difficulties international students encounter generally relate to the unfamiliarity of the academic environment and library systems at their host university.

In summary, it can be concluded that literature lacks research on the international and domestic students' perceptions of library services, the barriers preventing students to use library services and how information literacy skills can help students to achieve better academic performance. In the next section, we elaborate on the nature of the academic library services.

2.3 Library services

Academic librarians are expected to have a better understanding of the rapidly changing and demands of the different groups of students. Thus, in educating information literacy to students, academic librarians have a critical role to play in order to provide these learners with adequate library services and information literacy abilities. It has been argued that librarians accept that international students encounter several problems in using the library services, including language and communication problems, adapting to a new educational environment, the library system and other cultural changes (Baron and Strout-Dapaz, 2001; Natowitz, 1995). In this respect, Baruzzi and Calcagno (2015) claimed that “international students often have limited knowledge about what is accessible to them through the library services and may have experienced a very different type of library systems at their home university libraries” (p. 403).

Therefore, to help this group of students to use library resources efficiently and improving information literacy skills, academic librarians have to give international students particular attention in order to fulfil their unique and complex academic demands. In this sense, Mu (2007) pointed out that “librarians require to consider the characteristics of this group of students and know their learning styles, language ability, and their subjects of interests in order to design practical teaching materials for this group of library users” (p. 578). Consequently, “library professionals who are attuned to the strengths and difficulties of international students can play an essential role in empowering them to become prosperous library users and learners” (Hughes, 2010, p. 77).

Library instructions in the higher education institutions can take a diversity of forms, such as workbooks and course-related education (Eisenberg et al., 2004). Academic libraries suggest myriad choices of drop-in and scheduled classes for undergraduate students, ranging from a fundamental introduction to the library or to specific course-specific research classes for upper-level students (Baruzzi and Calcagno, 2015). McClure and Krishnamurthy (2007) discussed how specialists at the University of Alabama designed the University of Alabama's online Information Page for International Students to solve the cultural and linguistic barriers and clarify the library experience. Harrison and Rourke (2006), for example, explained how the University of Guelph in Ontario provides a mentoring programme that begins with the students in their first year and continues as they move through their university life. Other library instruction programmes create formal connections with academic departments on the campus. For example, some libraries arrange with English composition courses to deliver information literacy instruction, and librarians cooperate with English instructors to assure that students receive information literacy instruction. A good example of this is what librarians at the University of Arizona did. They co-operated with the university's English composition programme to develop an instructor-led, librarian promoted a way of integrating information literacy instruction into the English composition curriculum (Sult and Mills, 2006). Therefore, it can be concluded that academic librarians play a major role in promoting students in general and international students and in particular to use library resources and services. Thus, the role of library and library assistance is vital to improve information literacy skills of students and using library resources.

3.1 Quantitative data collection

In the first phase of data collection, we adopted the existing model from literature to develop a survey questionnaire aiming at measuring information literacy levels and skills of the domestic and the international students in Finland. A modified version of The Beile Test of Information Literacy for Education (B-TILED: O’Neil, 2005) was adopted. However, it should be noted that literature provides alternative methods and models to assess IL skill. For example, multiple-choice evaluation model which only evaluates specific knowledge or skills covered in a library instruction session (e.g. Houlson, 2007; Samson and Millett, 2003). Other model such as The Information Literacy Test (ILT) with lengthy (60) questions in the test have been used by Cameron et al. (2007) and Gross and Latham (2007). Considering the objectives and the context that this research is taking place, we opt for B-TILED as it deemed appropriate model for our research. The B-TILED test was developed by Beile O'Neil in 2005 and has used by others (see, e.g. Ayoub, 2016; Bishop, 2015; Magliaro, 2011) to evaluate library and information skills. In the development of the B-TILED, O'Neil (2005) aimed at the specific ACRL information literacy objectives to develop four content areas including: (1) identifying, evaluating and selecting tools, (2) demonstrating knowledge of general search strategies, (3) evaluating and selecting sources, and (4) demonstrating knowledge of legal and ethical practices. A modified version of the B-TILED online survey with 20 questions (see Appendix 1) was used in this research. Q1–Q8 were aimed at gathering demographic characteristics of the respondents and Q9–Q20 were used to measure library and information skills with multiple choice questions. According to the B-TILED measurement model, a minimum competency for mastery on the B-TILED is 57.5%, which infers that an individual scored lower than this value does not attain competency (O'Neil, 2005). The cut score requires a respondent provides seven correct answers out of the 12 multiple-choice questions.

We collected data in the course of seven weeks in July–August 2019 from four universities in Finland. We used convenience sampling approach and respondents were invited to participate through advertisements in the social media platforms, authors' social media groups and announcements in the university bulletin boards. The criteria for participation were (1) being university students [domestic or international] and (2) using library services at the universities. We sent out 350 invitations and in total 83 students fulfilled the selection criteria (see Table 1) with this the response rate is 23.7%.

3.2 Qualitative data collection

In the second stage of the data collection, qualitative data were collected through semi-structured interviews with 10 domestic and 10 international students from four Finnish universities (Åbo Academy University, Tampere University, University of Helsinki and Turku university). Students were from the faculty of humanity, economic or business and social science. These 20 respondents were randomly selected and they all participated in the first phase of the data collection too. Initially, 13 international and 11 domestic students were agreed to participate in the interview. However, in the final stage, three international and one domestic student were not able to participate. Six interviews were held by face-to-face meetings at the Åbo Akademi University, 10 interviews were conducted in other agreed places and four interviews were conducted via Skype. International and domestic students were asked to fill out an interview consent form to confirm the terms. All interviewed domestic students were from Finland (Finnish and Swedish speakers), while international participants were from Iran (four), Vietnam and Russia (each two), Bangladesh and Macedonia (each one), respectively.

All interviews were recorded, the purpose of conducting audio-recorded interviews in this paper was to gather further information and obtain insights about the experiences of the domestic and international students concerning their information literacy needs and the utilisation of library services and instructions. Interviewing both group of students is the best method to learn about their background, and to gain deep knowledge about their experiences with the academic libraries in their home countries and Finland. The interviews were recorded and transcribed, and each interview lasted 30–45 min in average. Students were given numbers as alias names (D1, D2, D3, etc. for the domestic students and I1, I2, I3, etc. for the international students) to protect their identity and anonymity. A qualitative analysis software package (NVivo, v.12), was used to code and analyse the transcripts. Due to library-related terminology used in the interview questions and unfamiliarity of some of the interviewees, the definition of terms was explained to each participant to establish a shared understating of the terms.

4.1 Description of interview participants

Table 3 provides demographic information about the interviews. The highest number of the international and the domestic participants are five male students and five female students, respectively, at the master level. Additionally, all domestic students were from Finland (Finnish and Swedish speakers), while the number of international participants were four, two and two from Iran, Vietnam and Russia, Bangladesh and Macedonia (each one), respectively. Moreover, interviewees who volunteered to participate were studying at four Finnish universities (Åbo Academy University, Tampere University, University of Helsinki and Turku university) from the faculty of humanity, economic or business and social science.

4.2 Interview results

Interviewees were asked to describe their information literacy skills and how they search for information in the library and what library resources they utilise while searching for the information. In addition, the interviewees were also asked about their perceptions of library resources and services and what library instruction services they would like to be offered for their studies. Four main themes (1) information resources, (2) preferred learning methods, (3) students challenges and (4) students' need were identified from the qualitative data analysis. Using a qualitative data analysis software, i.e. NVivo 12, Table 4 shows the themes along with the sub-themes and interviewees' remarks and comments. For instance, regarding the information resource, interviewees mentioned the use of search engine (Google) is preferred method compared to the use of the library databases and printed book. With regard to preferred learning methods, some of the interviewees (especially international students) mentioned that orientation courses at the beginning of the academic year are needed, while some indicated that they prefer asking directly from the librarians. It is necessary to indicate that these results, however, should be interpreted with caution, due to the limited number of interviews as well as the context where this study took place. Thus, the generalisability of our results must be carefully considered.

4.3 Similarities and differences of both group

Table 4 demonstrates a lack of IL skills across all students and the comparison between the two groups (similarities and differences). It presents various similarities such as, the use of Google and Google Scholar, the use of printed books and library. In addition, international and domestic students expressed that they need additional IL courses and workshops. However, language barriers and dealing with referencing standards are the main problems that only international students encountered.

5.1 Findings and implications

In this section the main results, in the form of findings and implications are discussed and elaborated.

Finding 1: There was a statistically significant difference between the mean B-TILED score for the domestic students (M = 56.61%) and the mean B-TILED score for the international students (M = 39.79). Domestic students' mean B-TILED score is closer to 57.5 B-TILED cutting score, showing that domestic students relatively, as a whole, have acceptable information literacy skills/levels.

Implication 1: This result shows that although the IL level in domestic students is close to 57.5 and there is a significant difference between mean score of international and domestic students; however, we cannot consider domestic students as information literate proficient either. This conclusion is based on the results obtained through both quantitative data and the qualitative data.

Finding 2: In spite of the fact that both groups scored lower than acceptable level of competency for mastery, students from EU/EEA performed significantly better than non-EU/EEA. The results of the interview analysis show that domestic students believe they have relative searching skills for information and using library resources for their research. For instance, one of the interviewees “D7” noted that he used different library services from his childhood, and it is very familiar for him. He continued to say that, using library services is easy and convenient and evaluated his self-efficacy at a very high level.

Implication 2: The plausible reason could be the fact that domestic students are more adapted to the educational environment of their country, systems, advanced technologies and the university that international students might find challenging and negatively impacting their learning of information literacy abilities. International students lack experience utilising library online sources, such as the database, abstracts, online catalogues (Liu, 1993).

Finding 3: International students found using library services challenging and they believe that using Google is easier than library databases. In this regard I8 noted that, she would be more motivated to first search from Google because she is familiar with that and it is easier, if she needs some particular information, she will go to the library system or I10 reported that he would prefer to use Google Scholar rather than library databases because it is much easier. While on the one hand our finding supports earlier finding of (Rafi et al., 2019, p. 203) who indicated that there is a strong association between students' technological skill with using digital tools, utilisation of database resources and browsing networked information on the web. On the other hand, this finding differs from previous findings of (Samsuddin, et al., 2019) who indicated that libraries are considered as useful social instruments and also act as social exchange tools especially for the special community under privileged and immigrants, to provide an equal opportunity to access economic, political and public resources (p. 41).

Implication 3: These comments most likely stem from the unfamiliarity with the new technology or a system, also lack of searching skills and using proper library terminology, making international students reluctant to use library websites or library databases and will result in a low level of self-efficacy in using the library services.

Finding 4: International students stated that language is a barrier for them and has a negative effect in their learning of information literacy skills and using library services and resources. Also, the majority of the international students noticed the differences between the educational systems and ICT as mediating tools for learning literacy competences in their home country and in Finland and indicated that these are challenging issues. According to Baron and Strout-Dapaz (2001) the main challenges that international students encounter are language and communication problems, adapting to a new educational and library systems.

Implication 4: This finding indicates, as expected, that language is an important factor in using library services, potentially impacting the students' self-efficacy perceptions towards their information literacy skills. It was notable that domestic students obtained their previous studies from universities where the language of instruction and courses were thought in English, making it comfortable for them to learn how to use library services and gaining confidence with respect to their information literacy skills, especially when they do not have to deal with the challenges that lack of sufficient English language skills might impose.

This is essential for understanding and completing the advanced coursework needed for their research and academic education and this can be regarded as a reason why they could achieve better score in B-TILED test. Consequently, international students might benefit from developing their information literacy skills based on their English language skills. The library may consider their language problems and take their needs into consideration while planning information literacy courses and also, e.g. developing workshops concerning referencing methods. International students had inadequate English proficiency and unfamiliarity with the Library of Congress Classification also (Liu, 1993)

Finding 5: Both group of students found using proper library terminology and finding valid and relevant information challenging. It should be noted that the number of international students who found it difficult to use valid and relevant articles is twice as the domestic students.

Implication 5: Students should be able to understand the database commands and search terminology, and if they do not have a good searching skill, they may not be able to effectively use the database to search and find the relevant information they want. Another thing is that students may not be familiar with the various advanced systems and technologies available to them in the library, and they may have not had experienced similar technologies in the library in their home country.

Finding 6: Several participants from the both groups of students interviewed in this study may not be aware of the library information literacy services. International students' viewpoint of libraries services and librarians may be varied from what libraries look like in the Western world. Asian students have problems in using academic libraries, as such they did not show a knowledge of the services and resources accessible for their research and study in a Western academic context (Mu, 2007)

Implication 6: This indicates that the library may not be efficiently advertising available services to the students. During the interviews with students, they reported their wish to take part in more classes and workshops provided, if any, by the academic library. This may show that the library should consider a more proactive strategy in improving library services to the students. Similar to this finding, Liestman (2000) mentioned that international adult learners clearly have unfamiliarity with many the US library services and the relevant issues. The author addressed the cultural diversity and highlighted that libraries can better satisfy the demands of the international students by determining their requirements, which will improve library instruction.

Finding 7: Both group of students need more library orientations, classes and workshops to improve their information literacy skills. Eisenberg et al. (2004) argued that library instruction in higher education can take a diversity of forms such as classes, online tutorials, workbooks, course-related education or course-integrated instruction.

Implication 7: This may show that students are interested in learning searching skills and are willing to participate in the library orientation events, classes and workshops given to them, especially if these classes and workshops help students to overcome the challenges they face due to their English proficiency and problems. This may indicate that the library should consider planning more classes and workshops targeting mainly international students.

7.1 Future research

Based on the findings from this paper and the review of the literature, the following suggestions are proposed for the future research. Future research should be conducted with the programme members and librarians to obtain more insights about students' needs in relation to the library research and information literacy skills. Also, future research should be conducted with the faculty member to obtain their viewpoints about students' needs and challenges related to the library research and information literacy skills.

7.2 Limitations

The analyses and results described, in this paper, were mainly focussed on the information literacy level of both international and domestic students at the Finnish universities. Some limitations need to be considered regarding the generalisability of the results presented in this paper. This research was conducted amongst 10 international and 10 domestic students and the findings may not represent an accurate representation of the entire students at the Finnish universities. The distribution of the interviewed group was done on a random basis. Although we attempted to reach as different Finnish universities as possible, we were only managed to collect data from four different universities. Therefore, the result obtained here may not be generalisable to all students at the Finnish universities. Despite the rigorous and frequent efforts to guarantee the validity of the results presented in this paper, it is necessary to recognise the possibility that the survey questionnaire used in this research and the researchers may subjectively have influenced the answers of the interviewees. Reaffirming here that both the interview questions and the researchers used clear and transparent language, allowing the free expression of those who proposed to participate in this research. However, it must be acknowledged amongst the limitations of this study that both written language and verbal communication are liable to misinterpretation.