328 The Internationalization of the Academic Library: A Systematic Review of 25 Years of Literature on International Students Amanda B. Click, Claire Walker Wiley, and Meggan Houlihan* This study is a systematic review of the library and information science (LIS) literature related to international students and academic libraries. A systematic review involves the methodical collection and analysis of a body of literature and is growing in popularity in the LIS field. Three well- known LIS databases were systematically searched for articles related to the topic, and manual bibliography searches were conducted to find additional publications. Journal articles, book chapters, and conference papers were included or excluded based on established criteria. Findings show that articles published about international students and academic libraries have increased steadily between 1990 and 2014. The majority of authors are affiliated with universities and institutions in the United States, although an increase in represented countries is apparent. Fewer than half of the articles can be considered original research, and surveys are the most popular method for data collection. The LIS field—and international students—would benefit from further exploration of this topic, particularly from original research with practical implications. Introduction The literature about issues related to international students in academic libraries is not as prevalent in the library and information science (LIS) literature as might be expected, particularly since the number of international students studying in the United States increased by 72 percent between the 1999–2000 and 2013–2014 academic years.1 How- ever, because this student group may have unique research and information-seeking needs, a subsection of the literature does address various issues, support, and services for this population. The research presented here, a systematic review of this literature, seeks to explore who is studying international students, which methods are being used to do so, and which topics are of particular interest to the researchers. Petticrew and Roberts advocate for the use of the systematic review in this type of research, stating * Amanda B. Click is the Business Librarian at American University, amanda.click@gmail.com; Claire Walker Wiley is a Research and Instruction Librarian at Belmont University; e-mail: claire.wiley@belmont. edu. Meggan Houlihan is a First-Year Experience and Instruction Librarian at New York University Abu Dhabi; e-mail: meggan.houlihan@nyu.edu. ©2017 Amanda B. Click, Claire Walker Wiley, and Meggan Houlihan, Attribution-NonCommercial (http://creativecommons.org/licenses/by-nc/4.0/) CC BY-NC. doi:10.5860/crl.78.3.328 mailto:amanda.click@gmail.com mailto:claire.wiley@belmont.edu mailto:claire.wiley@belmont.edu mailto:meggan.houlihan@nyu.edu http://10.5860/crl The Internationalization of the Academic Library 329 that this method can “provide a means of dealing with the information mountain, by allowing large amount of research information to be distilled into a manageable form.”2 To our knowledge, a systematic review of the literature regarding international students in academic libraries has not been previously conducted. The study was designed to synthesize the findings of a number of publications, provide information for practitioners wishing to better serve this population, and identify additional areas of study for the future. The study detailed here adhered to Kelly and Sugimoto’s steps for conducting a systematic review.3 Literature published between 1990 and 2014 was examined to identify and analyze the research about international students in academic libraries during the last 25 years. While the systematic review is not an often-used method in LIS research, it is gaining popularity and acknowledged as a valuable method.4 A recent publication from the Association of College & Research Libraries (ACRL) cites systematic literature reviews as a method of which librarians should be aware for their own research and practice as well as to support the evidence-based practice of other researchers.5 The authors advocate for this and other evidence-based methods that can produce high-quality and implementable LIS research. Research Questions This study addresses the following research questions: • Which trends in authorship can be identified in the LIS literature regarding international students? • Which specific topics related to international students are addressed in the literature? • Which research methods are commonly found in the LIS literature on inter- national students? Literature Review The literature on international students in the academic library is a subset of the lit- erature on the internationalization of the academic library, which can be considered an aspect of the internationalization of higher education. This review of the literature provides context by focusing on these larger themes. It includes definitions of impor- tant concepts and information about how internationalization in higher education has evolved over the years. It also covers perspectives on the internationalization of the academic library, including the literature on services for study-abroad students, the internationalization of library and information science (LIS) education, and the development of international branch campuses. Internationalization of Higher Education In her 2013 book, Internationalization and the North American University Library, Bordonaro points out that there is “not a single universally accepted definition of international- ization in higher education.”6 More than 20 years ago, Knight offered the following: “Internationalisation of higher education is the process of integrating an international/ intercultural dimension into the teaching, research, and service functions of the in- stitutions.”7 In 2004, she proposed a new working definition: “Internationalization at the national, sector, and institutional levels is defined as the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education.”8 This definition is still commonly used in the literature. Note that globalization and internationalization, while related, are not synonyms. According to Altbach and Knight, globalization refers to “the economic, political and societal forces pushing 21st-century higher education toward greater international 330 College & Research Libraries March 2017 involvement.”9 Thus, globalization is considered the underlying force for change, while internationalization is the process of change. Clearly there has been interest in—and concern about—the internationalization of higher education for decades. In 1995, the American Council on Education (ACE) published Educating Americans for a World in Flux, which called for “major changes in how colleges and universities educate their students about the rest of the world.”10 The document offered ten ground rules for the internationalization of higher education: 1. Require that all graduates demonstrate competence in at least one foreign language. 2. Encourage understanding of at least one other culture. 3. Increase understanding of global systems. 4. Revamp curricula to reflect the need for international understanding. 5. Expand study-abroad and internship opportunities for all students. 6. Focus on faculty developments and rewards. 7. Examine the organizational needs of international education. 8. Build consortia to enhance capabilities. 9. Cooperate with institutions in other countries. 10. Work with local schools and communities. More recent literature calls for institutions of higher education to cultivate global competence, “the ability of faculty, staff and students to not only contribute to knowl- edge, but also to comprehend, analyze, and evaluate its meaning in the context of an increasingly globalized world.”11 These ideas are not only embraced by those in higher education. A 2004 report published by the Committee for Economic Development reiterated several of the ACE’s “ground rules,” stressing the importance of foreign language requirements, study abroad, international student recruitment, and inter- national studies curricula.12 In 2012, ACE published the findings of the Mapping Internationalization on U.S. Campuses Survey, “which is designed to assess the current state of internationalization at U.S. institutions, examine progress and trends over time, and identify priorities going forward.”13 Responding institutions indicated that internationalization has increased in recent years, with particular emphasis on curriculum development, overseas part- nerships, and the recruitment of international students and faculty. The results of a related study focused on contributions by academic libraries to internationalization on U.S. campuses is briefly discussed in the next section. Internationalization of the Academic Library Witt, Kutner, and Cooper point out that the goal of the ACE survey is to provide a comprehensive overview of internationalization in U.S. higher education, but it does not include academic libraries. Modeling the survey, they conducted a study to explore the role academic libraries play in internationalization. Similar to the ACE study, find- ings showed increased internationalization activity and funding and also highlighted the importance of support from high-level leaders in the organization. However, the respondents to the ACE study tended to rate internationalization as “high” or “moderate” on their campuses, while the academic library respondents were much less likely to report at this level. The authors note that, “although internationalization activity has increased in responding libraries, explicit articulation of it in planning documents often has not occurred.”14 Bordonaro also explored the role of university libraries in internationalization in a phenomenological study in which she surveyed librarians as well as international students and scholars in North America. Eighty-six percent of librarian respondents clearly believe that the library should play a role in internationalization. While they acknowledged the challenges of serving international The Internationalization of the Academic Library 331 populations, they identified many benefits: expanding the knowledge of librarians, providing personal satisfaction, improving library services, enriching campuses, and supporting the international flow of scholarly information.15 Much of the literature on the internationalization of the academic library is focused on serving international students. This subset will not be discussed in this review of the literature, as it will be thoroughly covered in the Findings and Discussion sections. Supporting study-abroad students is another evident theme. Wang and Tremblay de- scribe the experience of providing library services and resources to students studying at their university’s international centers in Costa Rica, China, India, Japan, and South Africa. After surveying students and faculty in the program, librarians were better equipped to develop and promote appropriate services like reference chat, electronic resources, and online tutorials.16 Denda collected data from students, administrators, and faculty in the study-abroad programs at her university and also conducted an environmental scan of library websites to collect information about services for study- abroad students. Her efforts resulted in new outreach initiatives such as a dedicated study-abroad research guide and library participation in events like the study-abroad outbound orientation.17 As a result of surveying study-abroad students in Costa Rica, Kutner discovered that these students were uncertain about remote access to library resources and services. For example, they were not confident in their abilities to access library databases or request interlibrary loan materials while abroad. Participants made a variety of suggestions for remedying this situation, including specialized library instruction and collaboration between the study-abroad office and library.18 The librarians who are responsible for the internationalization of the academic library are generally the products of LIS education. Abdullahi, Kajberg, and Virkus argue that international and intercultural perspectives and opportunities are a crucial part of training high-quality library and information professionals. They focus on cur- ricular issues, such as revising existing curricula to integrate international issues, and developing an “internationally recognized professional qualification.”19 While this article focused on North America, Kajberg surveyed European LIS schools regarding internationalization activities. He found that half of the responding programs featured internationalization in their mission statements, and almost all specified that efforts have been made to internationalize the curriculum. A variety of examples were pro- vided, including teaching some courses in English and developing reading lists with global perspectives. However, Kajberg does express some concern about the lack of “long-term, resource demanding, challenging collaborative initiatives and activities.”20 Despite the growth of international branch campuses in recent decades, the literature on their academic libraries remains sparse. Related publications tend to be reflective pieces about the experiences of librarians abroad.21 In 2013, Green published the results of a survey of branch campus librarians, designed to learn more about the services of- fered by these libraries. While branch campus library outcomes were similar to those of U.S.-based libraries (such as helping students develop information literacy skills), some distinctive issues emerged from the data. The librarians at these campuses deal with unique challenges, often related to living and working in an unfamiliar culture. In addition, to provide services and resources to their patrons, they must negotiate collaborations with home institutions thousands of miles away.22 In a forthcoming book chapter, Click and Houlihan present findings of an exploratory study about informa- tion literacy and library instruction programs at American-style international libraries, including both branch campuses and autonomous institutions. Survey responses made it clear that most of the libraries use American standards for their library instruction programs, such as the ACRL Information Literacy Competency Standards for Higher Educa- tion, but adapt them to meet the needs of their student populations.23 332 College & Research Libraries March 2017 Method Petticrew and Roberts define systematic reviews as “literature reviews that adhere closely to a set of scientific methods that explicitly aim to limit systematic error (bias), mainly by attempting to identify, appraise and synthesize all relevant studies (of whatever design) in order to answer a particular question (or set of questions).”24 The systematic review is similar to content analysis. However, the former is focused on the analysis of research, while the latter emphasizes summarizing content.25 The systematic review is not especially common in the LIS field, although the literature indicates that it is slowly growing in popularity. Koufogiannakis, a proponent of evidence-based practice and systematic reviews, maintains a wiki that tracks systematic reviews in the LIS literature (http://lis-systematic-reviews.wikispaces.com/). In 2012, the wiki listed 37 articles total, 24 of which were in the health sciences librarianship subfield.26 By 2015, the number of articles listed on the wiki had more than doubled to 82.27 This study uses a systematic review of the LIS literature to explore how modern academic libraries provide services and support to international students, answering research questions related to study design, authorship patterns, and research topics. Petticrew and Roberts recommend the use of systematic review under several circum- stances, including: • When a general overall picture of the evidence in a topic area is needed to direct future research efforts • When an accurate picture of past research and past methodological research is required to promote the development of new methodologies.28 This study included the following steps: 1. Identify sources from which studies would be selected. 2. Develop and evaluate inclusion and exclusion criteria to guide the selection of articles from these sources. 3. Validate manual search and selection processes. 4. Develop a coding scheme for analyzing articles. 5. Apply coding scheme to articles.29 Each of these steps is explained further in the following subsections. Source Identification Because this study focused on academic libraries, we determined that the major LIS databases would be the best sources for literature on services for international students. We chose to search Library & Information Science Source (LISS), Library and Information Science Abstracts (LISA), and Library, Information Science & Technology Abstracts (LISTA). Once articles from these databases were collected, we performed a manual bibliography search of each to identify additional sources that fit our criteria but were not retrieved in the database searches. This technique resulted in the discovery and analysis of book chapters and conference papers in addition to journal articles. Inclusion and Exclusion Criteria This systematic review was designed to include all the scholarly LIS literature on international students in academic libraries, including journal articles, conference pa- pers, books, and book chapters, published between January of 1990 and December of 2014. Often the LIS literature describes particular projects developed and undertaken in specific libraries. These publications generally would not be considered original research, and we will label these “what we did” pieces. Although they are not original research, they do provide information that helps to answer the research question and thus were included in the study. Book reviews and news articles were excluded, as well as dissertations and theses. All English-language articles, book chapters, books, http://lis-systematic-reviews.wikispaces.com/Welcome The Internationalization of the Academic Library 333 and conference papers about international students in academic libraries found in the LISS, LISA, and LISTA databases or in the manual bibliography search were included in this review of the literature. Search and Selection Process We searched each of the three databases for articles with “international student” or “foreign student” in the title, abstract, subject terms, or author-supplied keywords. The results were filtered to include only results from peer-reviewed, scholarly journals. Initially, there were 161 results from LISS, 106 from LISA, and 143 from LISTA. After removing duplicates, we were left with a list of 121 articles to analyze. In this first round, we limited the search to articles published between 2000 and 2014. Upon expanding the scope of the study to 1990 to 2014, we conducted another database search and the manual bibliography searches. This expansion resulted in 110 additional publications, for a total of 231 to be analyzed. Code Development and Application Features of the articles, including those related to authorship, study design, and research topic, were manually coded. More detail about these features can be found in table 1. Some codes were developed prior to analysis, such as those for affiliation type, position category, method, and population type. Codes for these features were added and changed throughout the first round of coding. The category codes for topics were allowed to emerge from the data, but they were also finalized after the first round. Many of the publications were not original research, and, in most cases, study design features were not coded for these. Publications that included a methods or methodol- ogy section were identified as original research. TABLE 1 Article Feature Types and Items Feature Type Item Publication Category (such as journal article, or book chapter) Date Research Classification (such as original research or general literature) Authorship Name Affiliation Type (such as college or university library, LIS department, or school) Position Category (such as LIS faculty, librarian, PhD student) Location by Country Collaboration (such as single author, within library, between institutions) Study Design Study Location by Country Method (such as survey, interviews, pre- and post-tests) Population Type (such as undergraduate students, PhD students, librarians) Population Country of Origin Theory and/or Models (such as Bruce’s relational model of information literacy, second language acquisition theories) Article Content Topics (such as reference services, multicultural/intercultural issues, library instruction) 334 College & Research Libraries March 2017 The 231 articles were divided into three sections, and two of the three authors analyzed each section. Following analysis, each set of authors discussed the coding of the shared one-third (77 articles) to ensure agreement. Thus, each author coded two- thirds of the total articles. An additional 84 publications were excluded during this analysis, resulting in a total of 147 included in the study. Publications were removed for a variety of reasons. Many were not actually about international students; for example, participants were identified as “ESL,” “multicultural,” or “nontraditional.” Others were not related to academic libraries. In addition, the manual bibliography search turned up many articles from nonscholarly publications, which were outside the scope of this systematic review. A list of all 147 journal articles, book chapters, and conference papers can be found in appendix A. Codes were finalized after this round. Finally, each author conducted a second round of coding, in which she analyzed the one-third of the articles she had not previously examined. At the end of this process, each article had been coded and agreed upon by all three authors. The final 147 articles were coded and analyzed in spreadsheet format. The study findings are shared us- ing descriptive statistics, so more complex data analysis software was not necessary. Findings This section covers findings related to publication category (such as journal article or book chapter), authorship and collaboration, research methods, theories and topics, and study locations and populations. Publication Categories Of the 147 publications that met the study criteria, 117 were published in scholarly journals. Fifty-eight different journals were represented. Only six journals published five or more articles that met the study criteria: Reference Services Review (13), The Journal of Academic Librarianship (11), The Reference Librarian (10), The International Information & Library Review (6), Research Strategies (5), and College & Research Libraries (5). A list of all journals and the number of included articles for each can be found in appendix B. Twenty-one of the publications were book chapters. One book, Jackson and Sul- livan’s International Students and Academic Libraries: Initiatives for Success, contributed 13 of these chapters.30 Each was coded separately because this is an edited volume of chapters written by different authors. Thus, chapters from a total of nine books were included in the study. A handful of conference papers turned up in the search, mostly from conferences in Australia. Of the nine papers, only four were from LIS-specific conferences (such as the Australian Library and Information Association’s Biennial Conference), and others were focused on other subfields in higher education (such as the Pacific Rim Conference on the First Year in Higher Education). All conference papers were published online or in print proceedings. Full citations for all journal articles, book chapters, and conference papers can be found in appendix A. It should be noted that we found three annotated bibliographies that would be of value to anyone in the LIS field interested in this topic but were not included in the study. We searched them for relevant publications, but did not include them in the analysis because our coding scheme was not designed for this type of publication. They are listed in appendix C. Note that the Moeckel and Presnell bibliography is actually a companion piece to an article that is included in the study.31 The trend line in figure 1 shows that the number of publications increased steadily over this 25-year period. This study identified only one publication about international students and academic libraries in both 1996 and 1999. The high in 2011 (18 publica- tions) can be attributed to the 13 chapters in International Students and Academic Libraries: Initiatives for Success. The Internationalization of the Academic Library 335 Authorship and Collaboration For the 147 articles included in the systematic review, there were a total of 239 au- thors. Specific job titles were unknown for half of the authors. Of those whose posi- tions were clearly listed, 91 (38%) identified as a librarian and 9 (4%) as LIS faculty. A few faculty from other, and sometimes unexpected, disciplines including business information, education, math, and marketing also contributed to the literature. Only six authors were identified as PhD students. More than half of the author titles were unknown, due to lack of information and consistency in how journals describe authors of articles. Many articles listed only faculty rank, such as assistant professor, or only FIGURE 1 Number of Articles Published by Year, 1990–2014 FIGURE 2 Percentages of Authors by Position Categories 336 College & Research Libraries March 2017 included the name of the university. An author was only classified as “librarian” if a specific job title was listed either in the byline or author notes, whether or not the article text made it clear that the author was a librarian. Author position categories are summarized in figure 2. To gather more information about authors, affiliations such as “college or uni- versity library” or “LIS school” were coded. These affiliations were more widely documented and provided insight that was absent in the review of author positions. Sixty-one percent of the 239 authors were affiliated with a college or university library, more than 20 percentage points higher than the number of authors who were specifically identified as librarians in the author title classification. Thirteen percent of authors were affiliated with an LIS graduate program, and 13 percent were affiliated with a college or university without a specific title or department listed. Seven percent of authors identified as faculty from other department and schools, such as the Department of Mathematics and Statistics, Faculty of Humanities and Social Sciences, and School of Computer and Security Science. See table 2 for more detail on author affiliation. Although 54 percent of the selected publications were written by a single author, the remaining 46 percent represent various forms of collaborative authorship. Twenty- one of the publications (14%) were the result of authors from different universities or institutions working together. This includes authors from two different universities, as well as authors from, for example, a university and a government agency. Twenty-one (14%) of the collaborations were categorized as “within university.” However, this code did not include collaborations within the library, only those between the library and another office or department. Surprisingly, “in library” collaborations were slightly less common than “within university,” at 19 (12%). In a few cases, no information was provided about author affiliations, but multiple authors indicated collaboration. These 10 publications were coded as “unknown collaboration type.” Some articles fit into more than one category when it came to collaboration. For example, an article written by two authors from the same library and one author from another university would be classified as “in library” and “between institutions,” so these classifications overlap in some cases. For this reason, the numbers in table 3 do not add up to 147 total articles, nor do the percentages equal 100 percent. Only six of the articles were the result of international collaborations, but research partnerships were evident between universities in the United States and South Korea,32 Australia and Canada,33 and the United States and China.34 TABLE 2 Numbers and Percentages of Authors by Affiliation Categories. Affiliation Category Number of Authors Percentage of Total Authors College or University Library 146 61% LIS Graduate Program 30 13% College or University 31 13% Other Schools and Departments 17 7% Unknown 6 3% Community College Library 5 2% Other 4 2% TOTAL 239 100% The Internationalization of the Academic Library 337 The majority of authors (66%) were affiliated with universities and institutions in the United States. Eleven other countries appeared in the analysis for author affiliation: Australia, Canada, China, Ireland, New Zealand, Nigeria, Qatar, South Korea, Sweden, the United Arab Emirates, and the United Kingdom. Australian (13%) and Canadian (8%) institutional affiliations were the most common behind the United States. See table 4 for the number of authors from each country. Research Classification Of the 147 publications, 70 (48%) were identified as original research, while 77 (52%) did not meet the criterion to be labeled this way. Only publications that included a methods or methodology section in the main text were considered original research. Certain exceptions were made for journals published outside of the United States that use a different format for scholarly publications. In a few cases, the articles were clearly reporting on original research but did not contain a section explicitly labeled “Methods” or “Methodology.” Of the 77 nonoriginal research publications, only 38 were TABLE 3 Numbers and Percentages of Publications by Collaboration Types Collaboration Type Number of Publications Percentage of Total Publications Single Author 83 54% Between Institutions 21 14% Within University 21 14% In Library 19 12% Unknown Collaboration Type 10 6% International Collaborations 6 4% TABLE 4 Numbers and Percentages of Authors by Country of Affiliation Country of Affiliation Number of Authors Percentage of Total Authors United States 158 66.1% Australia 31 13.0% Canada 20 8.4% China 8 3.3% United Kingdom 8 3.3% Ireland 3 1.3% South Korea 3 1.3% Sweden 3 1.3% New Zealand 1 0.4% Nigeria 1 0.4% Qatar 1 0.4% United Arab Emirates 1 0.4% Unknown 1 0.4% TOTAL 239 100.0% 338 College & Research Libraries March 2017 “what we did” articles, usually describing a specific project or program developed by a library to better meet the information needs of international students. The remain- ing 39 articles were generally literature reviews or best practices and summarized recommendations for supporting international student populations. This group will be referred to as general literature. Research Methods and Theories The analysis of the research methods used to study international students in academic libraries is perhaps the most useful and valuable result of this study. As the criterion for original research was the presence of a methods section, only the 70 articles labeled in this way are included in the research methods analysis. Surveys were by far the most widely used research method. Forty-seven of these 70 (67%) research articles used surveys—either online, print, or as part of a mixed-methods study. This is not surpris- ing given the growth and development of online survey and data analysis tools, such as Survey Monkey and Qualtrics. Interviews were the second most popular, and 21 studies (30%) used this method either as the sole method or as part of a mixed-method design. Testing was used in four of the studies, albeit by slightly different names such as skills testing,35 multiple choice testing,36 or pre- and post-testing.37 Eighteen (26%) of the studies used mixed research methods including different combinations of the following: surveys, testing, writing analysis,38 focus groups,39 interviews,40 website content analysis,41 research portfolios,42 key tracking,43 and collection usage statistics.44 Within the mixed method category, all 18 of the studies used surveys or interviews combined with other methods. In a couple of cases, the research design called for an unusual method such as biographical narrative45 or field stimulation.46 Occasionally an uncommon method appeared in more than one publication, but typically this was the result of multiple papers that were published about the same study. Very few studies used any sort of theory to frame the research. Of the seven articles that did reference some sort of theory, model, or framework, one used second-language acquisition theories,47 another used self-directed language learning,48 and yet another FIGURE 3 Percentage of Publications by Research Classification The Internationalization of the Academic Library 339 used the concept of acculturation.49 LIS models, such as everyday life information seeking,50 Wilson’s model of information behavior,51 and Bruce’s relational model of information literacy,52 appeared only four times. Study Location and Population Research location and details about the study population were recorded for all 147 publications, whether or not the article met the criteria for original research. While those reporting on original research generally provided locations and information about the study population such as status (example: undergraduate students) and country of origin, in some cases publications in the “what we did” and general literature cat- egories did as well. For example, an article categorized as “what we did” detailed an information literacy program developed at a university in Ireland, for students from Pakistan and China.53 For publications like this, it was possible to identify location and country of origin despite the lack of the original research designation. More than half of the 147 publications reviewed did not provide study locations. Forty (27%) of the studies took place in the United States, distantly followed by Canada (7%), Australia (6%), and China (4%). One study took place in both the United States and Canada, which is why the total number of publications in table 5 is 148 instead of 147.54 Study populations were coded for both country of origin (for example, China) and type (such as graduate students). Some of the studies selected specific groups of international students as the target population. A breakdown of the study population country of origin showed that 51 (35%) of the articles reviewed targeted a “mixed” group of international students. Study population was deemed “mixed” if the author(s) identified the population simply as “international students.” When specific countries of origin were targeted, almost all of the studies focused on students from Asia. Thir- teen studies focused on students from countries such as Japan,55 China,56 and South Korea,57 which may be a result of the large number of studies conducted by research- ers in the United States and Australia, both of which house an increasing number of Asian students.58 One article, a “what we did” paper about collection development for international students, focused on Somali students.59 For 78 (53%) of the articles, popu- TABLE 5 Numbers and Percentages of Publications by Study Location Country Study Location Country Number of Publications Percentage of Total Publications United States 40 27% Canada 10 7% Australia 9 6% China 6 4% United Kingdom 3 2% Nigeria 1 1% Sweden 1 1% United Arab Emirates 1 1% Ireland 1 1% Not Applicable 76 51% TOTAL 148 100% 340 College & Research Libraries March 2017 lation country of origin was coded as “not applicable” because no mention was made of a study population, usually because the article did not qualify as original research. Sixty-two of these 147 publications (42%) used various student groups as the selected research population. Within these 62, more than half (35) looked at populations made up of both undergraduate and graduate students, 8 undergraduate students only, and 13 graduate students only. In eight of the publications, academic librarians were included in the targeted population. Seven studies used mixed populations, made up of some combination of faculty, staff, administrators, students, and librarians. For example, one article about outreach to international students involved surveying undergraduate and graduate students, as well as faculty and staff.60 Research Topics Twenty-seven different codes were identified for the publication topics. Many appeared only once in the study, such as writing, computer literacy, mobile devices, and health information. The 12 most popular topics are shown in table 6. All topics ranked below the top 12 appeared five or fewer times. The “library experience” category includes any research that asked about perceptions of or experiences in any library. Most focused on the academic library of the college or university in which the international students are studying abroad.61 However, some explored the students’ experiences in their home countries.62 The “language issues” category focuses on the challenges of providing services for students with varying levels of English-language proficiency,63 while “language learning” refers to library support for international students developing language skills.64 “Information behav- ior” was used to indicate more general behaviors, such as the use of social media by international students65 or how these students meet their information needs.66 The “information seeking” category was used for more specific information tasks, like completing an assignment,67 or tasks assigned by the researcher.68 “Library services” and “reference services” are separate categories because some studies explored a va- TABLE 6 Numbers and Percentages of Publications by Most Popular Research Topics Topic Number of Publications Percentage of Total Publications Information Literacy/Library Instruction 66 45% Library Experience 41 28% Language Issues 36 24% Library Services 23 16% Multicultural/Intercultural Issues 23 16% Outreach 19 13% Information Seeking 17 12% Online Library Resources 14 10% Collaboration 11 7% Language Learning 11 7% Information Behavior 10 7% Librarian Training 8 5% The Internationalization of the Academic Library 341 riety of library services, from information literacy instruction to interlibrary loan, and others focused only on reference services. “Multicultural/intercultural issues” covered a variety of subtopics, including learning preferences and cultural differences. This code was much more prevalent in the literature from the 1990s, because publications about international students were more often general overviews of the topic. Discussion This section provides further exploration of authorship trends, publication impact, further research, study implications, and limitations. Original Research Similar to previous research, our findings showed that surveys were by far the most widely used research method. This matches the findings of a content analysis by Tur- cios, Agarwal, and Watkins, in which surveys were the most frequently used method in 307 LIS research articles.69 This potentially raises questions of quality and depth of research in the LIS field. Surveys provide librarians and other LIS researchers access to quick and easily formed datasets, but they may not always be the best method to address the research question(s). From 2010 to 2014, several research methods made an appearance for the first time—including collection usage statistics, biographical narrative, research portfolios, and flowcharts—and more multifaceted studies were conducted. This may be related to the 2010 publication of The Value of Academic Librar- ies, which called upon the academic library community to set research agendas, assess their impact, and communicate change.70 Of the 98 publications with at least one author affiliated with a U.S. institution, only 38 were considered original research. Thus, 61 percent of the literature on international students in academic libraries published by U.S. authors qualifies as either “what we did” pieces or general literature. By comparison, 62 percent of the publications with at least one Australian author are original research. Why aren’t U.S. authors publish- ing more original research? Potentially they lack the needed resources, specifically time, to conduct original research. Or perhaps there is simply not as much interest in conducting original research among LIS practitioners in the United States, particularly those who are non–tenure-track academic librarians. Overall, however, the publication of original research has increased between 1990 and 2014. Seventy of the 147 (48%) analyzed publications were classified as original research. But for articles published between 1995 and 1999, only 35 percent were original research, and by 2011–2014 that number had increased to 56 percent. See table 7 for more information. TABLE 7 Numbers and Percentages of Original Research Publications for 5 Year Periods, 1990–2014 Total Publications Original Research Publications Percentage of Total Publications 1995–1999 23 8 35% 1990–1994 14 7 50% 2000–2004 23 7 30% 2005–2010 37 20 54% 2011–2014 50 28 56% TOTAL 147 70 48% 342 College & Research Libraries March 2017 Trends in Authorship The dataset also shows that LIS literature has become more collaborative over the past 25 years. We identified 23 publications for this systematic review published between 1990 and 1999, as well as 50 published between 2010 and 2014. Of the first 23 publica- tions, 17 (74%) were coded as single author, but only 26 of the last 50 (52%) received this designation. See figure 4 for more detail on the decline of single authorship. All six of the journal articles written by authors located in different countries were published between 2007 and 2014. This is to be expected, however, as global communication has become much easier and cheaper over the last 25 years. Overall, 66 percent of the 239 authors included in this systematic review are affiliated with an institution in the United States. This number dropped a bit between 1990 and 2014, but by fewer than 10 percentage points. Table 8 shows the number of U.S.-affiliated authors for each 5-year period. For publications between 1990 and 1994, only authors from the United States, Australia, and the United Kingdom were represented. Diver- sity of authors increased over the years, however, and publications from 2011 to 2014 were produced by authors from the United States, Australia, Canada, China, Sweden, the United Kingdom, South Korea, Qatar, and United Arab Emirates. This increase in diversity of published authors indicates a broader interest in the globalization of higher education. As more universities compete for international students, there is likely to be continued interest in academic libraries supporting international students, as well as demonstrating their value through assessment activities resulting in publications. Impactful Publications This body of literature could be overwhelming for the academic librarian looking for practical guidance. A brief discussion of the specific findings and recommendations from the most impactful publications included in the study may help alleviate this burden. In this case, impact was determined by citation numbers from Google Scholar, and the eight most-cited articles from the list of 147 are discussed below. These eight articles were each coded with one of the top three occurring topics: information literacy/ FIGURE 4 Percentages of Total Publications Coded as “Single Author,” 1990–2014 The Internationalization of the Academic Library 343 library instruction, library experience, or language issues. Three of these top-cited articles were published prior to 2000, and five between 2000 and 2014. Looking at the most highly cited articles in chronological order demonstrates the changes in the needs and competencies of international students as well as the ways libraries have attempted to reach and serve this user group. All but the first of the publications report the results of original research. Kalin’s 1992 book chapter, “The International Student in the American Academic Library,” highlights the challenges of communication, cultural differences, learning styles, and prior experience with libraries that international students often face. She makes some of the same recommendations that Liu does (see below), such as tours and librarian training, but also recommends collection development efforts as an op- portunity to better serve international students. There was no study conducted as part of the research for this chapter; Kalin relies on the literature to support conclusions and recommendations.71 Allen’s 1993 study is the earliest highly cited article in our list of selected publica- tions that specifically studies the library experience of international students. A random sample of international students at the University of Illinois at Urbana-Champaign completed a questionnaire regarding different aspects of their experience with library services and facilities, including use of the online catalog and library computers. The participants, of whom 91.6 percent were graduate or doctoral students, represented a wide range of countries, although the majority were from Asian countries. The top three aspects of libraries identified as new and unfamiliar by the participants were interlibrary loan, computer database literature searching, and term paper research counseling. Allen recommends that each library evaluate the needs of the specific populations it serves to meet their specific needs.72 In another 1993 study, Liu interviewed international students, mostly from Asian countries, at the University of California, Berkeley. Liu advocates for the interview method to avoid misunderstandings common in written self-administered surveys. Language issues were identified as a significant barrier for this group when using the library. Other barriers found were related to unfamiliarity with American-style librar- ies. Open stacks, different classification systems, and reference works were unfamiliar and proved challenging for participants. To overcome these barriers, Liu recommends creating glossaries of library terminology, offering library tours and hands-on work- shops for international students, and fostering cultural sensitivity in library staff.73 Baron and Strout-Dapaz’s 2001 article, “Communicating With and Empowering International Students with a Library Skills Set,” has been cited more than 100 times. The authors surveyed university libraries and international student offices to deter- TABLE 8 Numbers and Percentages of Authors with U.S. Institutional Affiliation for 5 Year Periods, 1990–2014 Total Number of Authors Authors with U.S. Affiliation Percentage of Total Authors 1995–1999 21 15 71% 1990–1994 28 21 75% 2000–2004 31 23 74% 2005–2010 72 45 63% 2011–2014 87 54 62% TOTAL 239 158 66% 344 College & Research Libraries March 2017 mine how to best serve this population. Respondents in both groups noted language/ communication problems, adjusting to a new educational/library system, and general cultural adjustment as the three major challenges facing international students. The authors use the ACRL Standards for Information Literacy to suggest ways to address the challenges facing international students.74 Jackson’s well-known 2005 study found that most international students were highly computer-literate and had used libraries in their home country, a significant change compared to the results of studies conducted in the 1990s. Her recommendations are to create partnerships with international student offices on campus and to increase outreach efforts to this population. Other suggestions include creating online guides and tutorials and training library staff.75 In a study using stimulation method published in 2005, Curry and Copeman ex- amined reference services for international students. The study design is particularly interesting, as the focus on reference services and the chosen method are not often found in this subset of the literature. While several aspects of reference services were discussed, language issues were the main focus. The study revealed the benefits repeating and rephrasing, explanation and instruction, and avoiding library jargon during a reference interview with international students. Early termination of the reference interview was noted as a reason a user may not return to that librarian with future questions.76 In their 2007 study, Liao, Finn, and Lu investigated the information-seeking behavior of international and American graduate students at Virginia Tech using a survey. This study found that international students were much more frequent and active library users than their American peers. International students were much more likely to participate in a library workshop or orientation, viewing the library itself as a “social gathering place.”77 The authors note the progress that has been made with libraries serving international students. The technological barriers have decreased, as has the stigma or confusion about asking a librarian for assistance that has been reported in past studies. Implications and Further Research This study has implications for the LIS field in two ways, one related to research and one to practice. First, we hope that the study design will encourage LIS researchers— especially those in subfields outside the health sciences—to consider the systematic review a valuable and feasible method. As Petticrew and Roberts note, the method is particularly useful when an overall picture of the evidence and past research is needed to inform future research and the development of methodologies.78 Thus, the use of systematic review could encourage innovative work in the LIS field, allowing practi- tioners and scholars to better understand trends and best practices related to collection, instruction, outreach, assessment, and much more. In addition, the findings of this study demonstrate a lack of original research in the LIS literature. For example, of the 66 publications about information literacy/library instruction, 33 were categorized as original research. Many of the 33 publications that do not qualify as original research recount library programs such as orientation or one-shot instruction sessions designed for international students. If program assessment is not conducted or reported, these publications may be of limited use to readers searching for effective ways to serve international student populations. Second, this systematic review is intended to support LIS practitioners in their efforts to support international students by providing a comprehensive guide to the literature on this population. As librarians strive to make evidence-based decisions to improve practice, the systematic review can be used as a tool to make scaling the “information mountain” less intimidating.79 The Internationalization of the Academic Library 345 This study shows that academic librarians and other scholars have and will continue to pay close attention to information needs and research experiences of international students, but further research is needed to identify best practices for teaching, serving, and understanding this population. We recommend that those publishing in the LIS field on this topic focus on well-designed, replicable, original research. In addition, careful consideration of research methods to identify the most appropriate choice for a particular study would likely improve the quality and depth of research. The research topics identified in this study indicate some areas where further research is needed. For example, identifying best practices for meeting the information needs of international students—perhaps through a large multifaceted study—would be a significant and welcome contribution to the LIS literature. Limitations Although this systematic review was designed to be comprehensive, we acknowledge that there are some limitations to this research. The study reviewed only English- language publications in three major Western databases, including Library & Informa- tion Science Source (LISS), Library and Information Science Abstracts (LISA), and Library, Information Science & Technology Abstracts (LISTA), and the publications identified in the manual bibliography search. All non–English-language articles that appeared in the results list were excluded. Analyzing research published in other languages could address some of the gaps of author location and study location and paint a more com- plete picture of the information needs and academic library experiences of international students studying all over the world. Conclusion This systematic review of the literature established that the LIS literature on interna- tional students is limited but growing. Study findings show that single authorship has declined and that international collaborations are becoming more common. The body of literature is heavily focused on library instruction/information literacy and library experiences of international students, but original research is lacking. As it is unlikely that the number of international students studying in the United States will begin to decline anytime soon, there are ample opportunities for further research. 346 College & Research Libraries March 2017 Appendix A. All Publications by Category Journal Articles Ademodi, Olugbengo. “Reference Service in Academic Libraries: Accommodation of Interna- tional Students.” Library Philosophy & Practice (2011): 1–10. http://digitalcommons.unl.edu/ libphilprac/. Aihong, Fan. “Creating a Bilingual Library Information Environment for Foreign Users.” The Electronic Library 27, no. 2 (2009): 237–46. doi:10.1108/02640470910947584. Allen, Mary Beth. “International Students in Academic Libraries: A User Survey.” College & Re- search Libraries 54, no. 4 (1993): 323–33. doi:10.5860/crl_54_04_323. Amsberry, Dawn. “Deconstructing Plagiarism: International Students and Textual Borrowing Practices.” Reference Librarian 51, no. 1 (2009): 31–44. doi:10.1080/02763870903362183. Amsberry, Dawn. “Talking the Talk: Library Classroom Communication and International Students.” The Journal of Academic Librarianship 34, no. 4 (2008): 354–57. doi:10.1016/j.acal- ib.2008.05.007. Amsberry, Dawn. “Using Effective Listening Skills with International Patrons.” Reference Services Review 37, no. 1 (2009): 10–19. doi:10.1108/00907320910934959. Badke, William. “International Students: Information Literacy or Academic Literacy?” Academic Exchange 6, no. 4 (2002): 60–66. Baron, Sara, and Alexia C. Strout-Dapaz. “Communicating with and Empowering Interna- tional Students with a Library Skills Set.” Reference Services Review 29, no. 4 (2001): 314–26. doi:10.1108/00907320110408447. Blas, Elise A. “Information Literacy in the 21st Century Multicultural Classroom: Using Socio- cultural Literacy.” Education Libraries 37, no. 1/2 (2014): 33–41. Boers, Greta G. “Designing a Library Instruction Program for International Students.” Georgia Librarian 31, no. 4 (1994): 92–96. Bordonaro, Karen. “Exploring the Connections between Information Literacy and Writing for International Students.” Journal of Information Literacy 2, no. 2 (2008): 1–17. doi:10.11645/2.2.67. Bordonaro, Karen. “Is Library Database Searching a Language Learning Activity?” College & Research Libraries 71, no. 3 (2010): 273–84. doi:10.5860/0710273. Bordonaro, Karen. “Language Learning in the Library: An Exploratory Study of ESL Students.” The Journal of Academic Librarianship 32, no. 5 (2006): 518–26. doi:10.1016/j.acalib.2006.06.009. Bordonaro, Karen. “Recreational Reading of International Students in Academic Libraries.” The Reading Matrix: An International Online Journal 11, no. 3 (2011), 269–78. http://www.reading- matrix.com/. Brown, Christopher C. “Reference Services to the International Adult Learner: Understanding the Barriers.” The Reference Librarian 33, no. 69/70 (2000): 337–47. doi:10.1300/J120v33n69_30. Buckner, Terry, and Tiana French. “International Students and the Academic Library: How One Library Is Working to Make Its International Students Feel at Home.” Kentucky Libraries 71, no. 2 (2007): 8–11. Chakraborty, Mou, and Johanna Tuñó. “Taking the Distance Out of Library Services Offered to International Graduate Students: Considerations, Challenges, and Concerns.” Journal of Library Administration 37, no. 1/2 (2002): 163–76. doi:10.1300/J111v37n01_15. Chattoo, Calmer D. “Reference Services: Meeting the Needs of International Adult Learners.” The Reference Librarian 33, no. 69/70 (2000): 349–62. doi:10.1300/J120v33n69_31. Chau, May Ying. “Helping Hands: Serving and Engaging International Students.” The Reference Librarian 38, no. 79/80 (2002): 383–93. doi:10.1300/J120v38n79_26. Chen, Yao, and Cecelia Brown. “Ensuring Chinese Engineering Graduate Students’ Academic Success: A Study at the University of Oklahoma.” Science & Technology Libraries 31, no. 3 (2012): 320–41. doi:10.1080/0194262X.2012.705144. Chen, Yu-Hui, and Mary K. Van Ullen. “Helping International Students Succeed Academically through Research Process and Plagiarism Workshops.” College & Research Libraries 72, no. 3 (2011): 209–35. doi:10.5860/crl-117rl . Chin, Susan Ho. “Collaborative Library Research: A Learning Process for ESL Students.” Teaching English in the Two-Year College 21, no. 1 (1994): 47--52. Conteh-Morgan, Miriam E. “Empowering ESL Students: A New Model for Information Literacy Instruction.” Research Strategies 18, no. 1 (2001): 29–38. doi:10.1016/S0734-3310(02)00064-2. Conteh-Morgan, Miriam. “Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction.” The Journal of Academic Librarianship 28, no. 4 (2002): 191–96. doi:10.1016/S0099-1333(02)00282-3. Curry, Ann, and Deborah Copeman. “Reference Service to International Students: A Field Stimulation Research Study.” The Journal of Academic Librarianship 31, no. 5 (2005): 409–20. http://digitalcommons.unl.edu/libphilprac/ http://digitalcommons.unl.edu/libphilprac/ http://10.5860/crl http://10.1016/j.acalib http://10.1016/j.acalib http://10.1016/j.acalib http://www.readingmatrix.com http://www.readingmatrix.com http://10.5860/crl The Internationalization of the Academic Library 347 doi:10.1016/j.acalib.2005.05.011. Datig, Ilka.”What Is a Library? International College Students’ Perceptions of Libraries.” The Journal of Academic Librarianship 40, no. 3/4 (2014): 350–56. doi:10.1016/j.acalib.2014.05.001. Davis, Harry O. “Map Librarians, the International Student, and ESL: Opportunity and Chal- lenge.” Bulletin (Special Libraries Association Geography & Map Division), no. 169 (1992): 17–28. De Souza, Yvonne. “Reference Work with International Students: Making the Most Use of the Neutral Question.” Reference Services Review 24, no. 4 (1996): 41–48. doi:10.1108/eb049295. Farrell, Shannon L., Catherine L. Cranston, and Jeffrey S. Bullington. “Embracing INTO: Library Plans and Campus Collaboration to Serve an Increased International Student Population.” Collaborative Librarianship 5, no. 2 (2013): 101–21. http://collaborativelibrarianship.org/. Ferrer-Vinent, Ignacio J. “For English, Press 1: International Students’ Language Preference at the Reference Desk.” The Reference Librarian 51, no. 3 (2010): 189–201. doi:10.1080/02763871003800429. Ganster, Ligaya. “Reaching Out to International Students: A Focus-Group Approach to Develop- ing Web Resources and Services.” College & Undergraduate Libraries 18, no. 4 (2011): 368–84. doi:10.1080/10691316.2011.624933. Garcha, Rajinder, and Patricia Yates Russell. “Bibliographic Instruction for International Students in Academic Libraries.” Library Review 42, no. 6 (1993): 14--22. doi:10.1108/00242539310045426. Gilton, Donna C. “A World of Difference: Preparing for Information Literacy Instruction for Diverse Groups.” Multicultural Review 3, no. 3 (1994): 54–55. Gunnarsson, Jenny, Wlodek J. Kulesza, and Anette Pettersson. “Teaching International Students How to Avoid Plagiarism: Librarians and Faculty in Collaboration.” The Journal of Academic Librarianship 40, no. 3/4 (2014): 413–17. doi:0.1016/j.acalib.2014.04.006. Han, Jinghe. “The Experiences of Chinese PhD Students in Australia: Encountering Information Literacy Challenges.” Journal of Information Literacy 6, no. 1 (2012): 3–17. doi:10.11645/6.1.1603. Han, Ning, and Susan L. Hall. “Think Globally! Enhancing the International Student Experience with LibGuides.” Journal of Electronic Resources Librarianship 24, no. 4 (2012): 288–97. doi:10.1 080/1941126X.2012.732512. Helms, Cynthia Mae. “Reaching Out to the International Students through Bibliographic Instruc- tion.” The Reference Librarian 24, no. 51/52 (1995): 295–307. doi:10.1300/J120v24n51_28. Howze, Philip C., and Dorothy M. Moore. “Measuring International Students’ Understanding of Concepts Related to the Use of Library-based Technology.” Research Strategies 19, no. 1 (2003): 57–74. doi:10.1016/S0734-3310(03)00005-3. Hughes, Hilary, and Christine Bruce. “Cultural Diversity and Educational Inclusivity: International Students’ Use of Online Information.” International Journal of Learning 12, no. 9 (2006): 33–40. Hughes, Hilary. “Actions and Reactions: Exploring International Students’ Use of Online Infor- mation Resources.” Australian Academic & Research Libraries 36, no. 4 (2005): 169–79. doi:10.1 080/00048623.2005.10755308. Hughes, Hilary. “An Expanded Critical Incident Approach for Exploring Information Use and Learning.” Library and Information Research 36, no. 112 (2012): 72–95. http://www.lirgjournal. org.uk/lir/ojs/index.php/lir/index. Hughes, Hilary. “International Students’ Experiences of University Libraries and Librarians.” Aus- tralian Academic & Research Libraries 41, no. 2 (2010): 77–89. doi:10.1080/00048623.2010.10721446. Hughes, Hilary. “International Students Using Online Information Resources to Learn: Complex Experience and Learning Needs.” Journal of Further and Higher Education 37, no. 1 (2013): 126–46. doi:10.1080/0309877X.2011.644778. Hurley, Tina, Nora Hegarty, and Jennifer Bolger. “Crossing a Bridge: The Challenges of Developing and Delivering a Pilot Information Literacy Course for International Students.” New Library World 107, no. 7/8 (2006): 302–20. doi:10.1300/J120v38n79_26. Irving, Suzanne. “Addressing the Special Needs of International Students in Interlibrary Loan: Some Considerations.” The Reference Librarian 21, no. 45/46 (1994): 111–17. doi:10.1300/ J120v21n45_12. Ishimura, Y., and Bartlett. J.C. “Uncovering the Research Process of International Students in North America: Are They Different from Domestic Students?” Information Research 18, no. 1 (2013). http://www.informationr.net/ir/. Ishimura, Yusuke, and Joan C. Bartlett. “Are Librarians Equipped to Teach International Students? A Survey of Current Practices and Recommendations for Training.” The Journal of Academic Librarianship 40, no. 3 (2014): 313–21. doi:10.1016/j.acalib.2014.04.009. Ishimura, Yusuke, Vivian Howard, and Haidar Moukdad. “Information Literacy in Academic Li- braries: Assessment of Japanese Students’ Needs for Successful Assignment Completion in Two Halifax Universities.” Canadian Journal of Information & Library Sciences 31, no. 1 (2007): 1–26. 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Hughes, Hilary. “The International-Friendly Library: Customising Library Services for Students from Overseas.” Paper presented at the Australian Library and Information Association’s (ALIA) 2001 Technical and Further Education (TAFE) Libraries Conference, Brisbane, Aus- tralia, October 22–23, 2001. http://conferences.alia.org.au/tafe2001/papers/hilary.hughes.html. Kirkpatrick, Denise and Diana Trezise. “Research Skills for Students for Whom English Is a Second Language.” In Conference Proceedings: Papers Presented at the Australian Library and Information Association 1st Biennial Conference: Perth, W.A. September 30–October 5, 1990 (vol. 2), 637–44. Applecross, Australia: Promaco Conventions, 1990. Mehra, Bharat, and Dania Bilal. “International Students’ Perceptions of Their Information Seek- ing Strategies.” In Proceedings of the Annual Conference of the Canadian Association of Information Science, Montreal, Quebec, 10–12 May 2007. Edited by Clément Arsenault and Kimiz Dalkir. http://www.cais-acsi.ca/ojs/index.php/cais/issue/archive. Onwuegbuzie, Anthony J., Qun G. Jiao, and Christine E. Daley. “The Experience of Non-Native English-Speaking Students in Academic Libraries in the United States.” Paper presented at the Annual Conference of the Mid-South Educational Research Association, Memphis, Tenn., November 12–14, 1997. http://eric.ed.gov/?id=ED438815. Wallin, Margie, Debbie Orr, and Jillian Litster. “Information Literacy: Assessing the Needs of International Students at Central Queensland University.” In Proceedings of the Third Pacific Rim Conference on the First Year in Higher Education, Auckland, NZ, 5–8 July 1998. Edited by Roger Stokell. Auckland, New Zealand: Auckland Institute of Technology, 1998. Wilson, Vicky, and Edith Lauk. “Independent Learning Skills and the Overseas Student: The Role of the Library.” In Conference Proceedings: Papers Presented at the Australian Library and Information Association 1st Biennial Conference: Perth, W.A., September 30–October 5, 1990 (vol. 2), 657–79. Applecross, Australia: Promaco Conventions, 1990. http://conferences.alia.org.au/tafe2001/papers/hilary.hughes.html http://www.cais-acsi.ca/ojs/index.php/cais/issue/archive http://eric.ed.gov/?id=ED438815. The Internationalization of the Academic Library 353 Appendix B. All Journals Represented in the Study Journal Title Number of Articles 1. Reference Services Review 13 2. The Journal of Academic Librarianship 11 3. The Reference Librarian 10 4. The International Information & Library Review 6 5. College & Research Libraries 5 6. Research Strategies 5 7. Australian Academic & Research Libraries 3 8. Library Philosophy & Practice 3 9. Canadian Journal of Information & Library Sciences 2 10. College & Undergraduate Libraries 2 11. Journal of East Asian Libraries 2 12. Journal of Information Literacy 2 13. Library & Information Research 2 14. Library Management 2 15. New Library World 2 16. Science & Technology Libraries 2 17. Southeastern Librarian 2 18. Technical Services Quarterly 2 19. The Australian Library Journal 2 20. Academic Exchange 1 21. ALISS Quarterly 1 22. Aslib Journal of Information Management 1 23. Behavioral & Social Sciences Librarian 1 24. Bulletin (Special Libraries Association. Geography & Map Division) 1 25. CALA Occasional Paper Series 1 26. Collaborative Librarianship 1 27. Collection Building 1 28. College Student Journal 1 29. Community & Junior College Libraries 1 30. Education Libraries 1 31. Electronic Library 1 32. Georgia Librarian 1 33. Information Outlook 1 34. Information Research 1 35. International Journal of Learning 1 354 College & Research Libraries March 2017 Journal Title Number of Articles 36. Journal of Education for Library and Information Science 1 37. Journal of Educational Media and Library Sciences 1 38. Journal of Electronic Resources Librarianship 1 39. Journal of Further and Higher Education 1 40. Journal of Librarianship and Information Science 1 41. Journal of Library Administration 1 42. Journal of Library and Information Science (USA/Taiwan) 1 43. Kentucky Libraries 1 44. Law Library Journal 1 45. Library & Information Update 1 46. Library Collections, Acquisitions, & Technical Services 1 47. Library Review 1 48. Multicultural Review 1 49. PNLA Quarterly 1 50. portal: Libraries & the Academy 1 51. Program: Electronic Library & Information Systems 1 52. Public and Access Services Quarterly 1 53. Public Services Quarterly 1 54. Reference & User Services Quarterly 1 55. Serials Review 1 56. Teaching English in the Two‐Year College 1 57. The Reading Matrix: An International Online Journal 1 58. Urban Library Journal 1 TOTAL 117 The Internationalization of the Academic Library 355 Appendix C. Annotated Bibliographies Not Included in the Study Davis, Kaetrena D. Global Evolution: A Chronological Annotated Bibliography of International Students in U.S. Academic Libraries. Chicago, Ill.: Association of College & Research Libraries, 2007. Peters, Diane E. International Students and Academic Libraries: A Survey of Issues and Annotated Bibliography. Lanham, Md.: Scarecrow Press, 2010. Moeckel, Nancy, and Jenny Presnell. “A Companion Bibliography to: Recognizing, Understanding, and Responding: A Program Model of Library Instruction Services for International Students.” The Reference Librarian 24, no. 51/52 (1995): 327–53. doi:10.1300/j120v24n51_30. Notes 1. Institute of International Education, Open Doors 2014: A 15-Year Snapshot (2014), available online at http://iie.org/Research-and-Publications/Open-Doors [accessed 1 June 2015]. 2. Mark Petticrew and Helen Roberts, Systematic Reviews in the Social Sciences: A Prac- tical Guide (Malden, Mass.; Oxford, United Kingdom: Blackwell Publishing, 2006), 11, doi:10.1002/9780470754887. 3. Diane Kelly and Cassidy R. Sugimoto, “A Systematic Review of Interactive Information Retrieval Evaluation Studies, 1967–2006,” Journal of the American Society for Information Science and Technology 64, no. 4 (2013): 745–70, doi:10.1002/asi.22799. 4. Denise Koufogiannakis, “The State of Systematic Reviews in Library and Information Studies,” Evidence Based Library and Information Practice 7, no. 2 (2012): 91–95, available online at https://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/17089 [accessed 1 June 2015]. 5. Cynthia Thomes, “Keeping Up With…Systematic Literature Reviews,” 2016, available online at http://www.ala.org/acrl/publications/keeping_up_with/slr [accessed 1 June 2015]. 6. Karen Bordonaro, Internationalization and the North American University Library (Lanham, Md.: Scarecrow Press), 1. 7. Jane Knight, Internationalisation: Elements and Checkpoints (Ottawa, Canada: Canadian Bureau for International Education), 7. 8. Jane Knight, “Internationalization Remodeled: Definition, Approaches, and Rationales,” Journal of Studies in International Education 8, no. 1 (2004): 11, doi:10.1177/1028315303260832. 9. Philip G. Altbach and Jane Knight, “The Internationalization of Higher Education: Mo- tivations and Realities,” Journal of Studies in International Education 11, no. 3/4 (2007): 290–305, doi:10.1177/1028315307303542. 10. American Council on Education, Educating Americans for a World in Flux: Ten Ground Rules for Internationalizing Higher Education (Washington, D.C.: American Council on Education, 1995), 1. 11. NASULGC Task Force on International Education, A Call to Leadership: The Presidential Role in Internationalizing the University, 2004, available online at https://archive.org/details/ERIC_ED483871 [accessed 1 June 2015]. 12. Committee for Economic Development, Education for Global Leadership: The Importance of International Studies and Foreign Language Education for U.S. Economic and National Security (Wash- ington, D.C.: Committee for Economic Development, 2006), available online at http://files.eric. ed.gov/fulltext/ED502294.pdf [accessed 1 June 2015]. 13. American Council on Education, Mapping Internationalization on U.S. Campuses: 2012 Edi- tion (Washington, D.C.: American Council on Education, 2012), available online at https://www. acenet.edu/news-room/Documents/Mapping-Internationalizationon-US-Campuses-2012-full.pdf [accessed 1 June 2015]. 14. Steven W. Witt, Laurie Kutner, and Liz Cooper, “Mapping Academic Library Contributions to Campus Internationalization,” College & Research Libraries 76, no. 5 (2015): 604, doi:10.5860/ crl.76.5.587. 15. Bordonaro, Internationalization and the North American University Library, 43–47. 16. Zhonghong Wang and Paul Tremblay, “The Global Library: Providing Resources and Services to International Sites,” College & Undergraduate Libraries 16, no. 1 (2009): 26–52, doi:10.1080/10691310902754239. 17. Kayo Denda, “Study Abroad Programs: A Golden Opportunity for Academic Library En- gagement,” Journal of Academic Librarianship 39, no. 2 (2013): 155–60, doi:10.1016/j.acalib.2012.08.008. 18. Laurie Kutner, “Think Locally, Act Globally: Understanding Home Institution Library Engagement among Study-Abroad Students,” College & Research Libraries 70, no. 2 (2009): 158–76, doi:10.5860/crl.70.2.158. http://iie.org/Research-and-Publications/Open http://10.1002/asi https://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/17089 http://www.ala.org/acrl/publications/keeping_up_with/slr https://archive.org/details/ERIC_ED483871 http://files.eric.ed.gov/fulltext/ED502294.pdf http://files.eric.ed.gov/fulltext/ED502294.pdf https://www.acenet.edu/news-room/Documents/Mapping-Internationalizationon-US-Campuses-2012-full.pdf https://www.acenet.edu/news-room/Documents/Mapping-Internationalizationon-US-Campuses-2012-full.pdf http://10.5860/crl http://10.5860/crl http://10.1016/j.acalib http://10.5860/crl 356 College & Research Libraries March 2017 19. Ismail Abdullahi, Leif Kajberg, and Sirje Virkus, “Internationalization of LIS Education in Europe and North America,” New Library World 108, no. 1/2 (2007): 7–24, doi:10.1108/03074800710722144. 20. Leif Kajberg, “A Survey of Internationalisation Activities in European Library and Infor- mation Science Schools,” Journal of Studies in International Education 8, no. 4 (2004): 352–76, doi:1 0.1080/13614550410001687918. 21. See Jill Barr-Walker, “Start-Up Library: My Experience at NYU Abu Dhabi,” College & Undergraduate Libraries 20, no. 2 (2013): 224–31, doi:10.1080/10691316.2013.789691; Beth Clausen, “Think Globally, Act Locally: A Library Perspective,” portal: Libraries and the Academy 15, no. 3 (2015): 389–92, doi:10.1353/pla.2015.0031. 22. Harriett Green, “Libraries across Land and Sea: Academic Library Services on International Branch Campuses,” College & Research Libraries 74, no. 1 (2011): 9–23, doi:10.5860/crl-259. 23. Amanda B. Click and Meggan Houlihan, “Library Instruction Programs at American-Style Academic Libraries outside of the United States,” in Bridging Worlds: Emerging Models and Practices of U.S. Academic Libraries around the Globe, eds. Raymond Pun, Scott Collard, and Justin Parrott (Chicago, Ill.: Association of College & Research Libraries, forthcoming). 24. Petticrew and Roberts, Systematic Reviews in the Social Sciences, 9. 25. Kelly and Sugimoto, “A Systematic Review of Interactive Information Retrieval Evaluation Studies,” 749. 26. Koufogiannakis, “The State of Systematic Reviews in Library and Information Studies.” 27. Denise Koufogiannakis, LIS Systematic Reviews, available online at http://lis-systematic- reviews.wikispaces.com/ [accessed 1 June 2015]. 28. Petticrew and Roberts, Systematic Reviews in the Social Sciences, 21. 29. Kelly and Sugimoto, “A Systematic Review of Interactive Information Retrieval Evaluation Studies,” 750–54. 30. International Students and Academic Libraries: Initiatives for Success, eds. Pamela A. Jackson and Patrick Sullivan (Chicago, Ill.: Association of College & Research Libraries, 2011). 31. Nancy Moeckel and Jenny Presnell, “Recognizing, Understanding, and Responding: A Program Model of Library Instruction Services for International Students,” Reference Librarian 24, no. 51/52 (1995): 309–25, doi:10.1300/J120v24n51_29. 32. See Yoo-Seong Song and Jong-Moon Lee, “Mobile Device Ownership among International Business Students: A Road to the Ubiquitous Library,” Reference Services Review 40, no. 4 (2012): 574–88, doi:10.1108/00907321211277378; JungWon Yoon and Soojung Kim, “Internet Use by Inter- national Graduate Students in the USA Seeking Health Information,” Aslib Journal of Information Management 66, no. 2 (2014): 117–33, doi:10.1108/ajim-01-2013-0005. 33. See Yusuke Ishimura and Joan C. Bartlett, “Are Librarians Equipped to Teach International Students? A Survey of Current Practices and Recommendations for Training,” Journal of Academic Librarianship 40, no. 3 (2014): 313–21, doi:10.1016/j.acalib.2014.04.009. 34. See Xiaorong Shao et al., “Chinese Students in American Academic Libraries: A Survey of Chinese User Satisfaction with US Library Experience,” International Information & Library Review 45, no. 1 (2013): 28–36, doi:10.1016/j.iilr.2013.05.002. 35. Iljong Park, “A Comparative Study of Major OPACs in Selected Academic Libraries for Developing Countries—User Study and Subjective User Evaluation,” International Information & Library Review 29, no. 1 (1997): 67–83, doi:10.1006/iilr.1997.0032. 36. Philip C. Howze and Dorothy M. Moore, “Measuring International Students’ Understand- ing of Concepts Related to the Use of Library-Based Technology,” Research Strategies 19, no. 1 (2003): 57–74, doi:10.1016/s0734-3310(03)00005-3. 37. Yu-Hui Chen and Mary K. Van Ullen, “Helping International Students Succeed Academi- cally through Research Process and Plagiarism Workshops,” College & Research Libraries 72, no. 3 (2011): 209–35, doi:10.5860/crl-117rl. 38. Karen Bordonaro, “Exploring the Connections between Information Literacy and Writing for International Students,” Journal of Information Literacy 2, no. 2 (2008): 1–17, doi:10.11645/2.2.67. 39. See Yusuke Ishimura, Vivian Howard, and Haidar Moukdad, “Information Literacy in Academic Libraries: Assessment of Japanese Students’ Needs for Successful Assignment Comple- tion in Two Halifax Universities,” Canadian Journal of Information and Library Science 31, no. 1 (2007): 1–26; Ligaya Ganster, “Reaching Out to International Students: A Focus-Group Approach to Developing Web Resources and Services,” College & Undergraduate Libraries 18, no. 4 (2011): 368–84, doi:10.1080/10691316.2011.624933. 40. See Guoying Liu and Danielle Winn, “Chinese Graduate Students and the Canadian Academic Library: A User Study at the University of Windsor,” Journal of Academic Librarianship 35, no. 6 (2009): 565–73, doi:10.1016/j.acalib.2009.08.001; Karen Bordonaro, “Is Library Database Searching a Language Learning Activity?” College & Research Libraries 71, no. 3 (2010): 273–84, doi:10.5860/0710273. http://10.1353/pla http://10.5860/crl http://lis-systematic-reviews.wikispaces.com/Welcome http://lis-systematic-reviews.wikispaces.com/Welcome http://10.1108/ajim http://10.1016/j.acalib http://10.1016/j.iilr http://10.1006/iilr http://10.5860/crl http://10.1016/j.acalib The Internationalization of the Academic Library 357 41. Lorrie Knight, Maryann Hight, and Lisa Polfer, “Rethinking the Library for the International Student Community,” Reference Services Review 38, no. 4 (2010): 581–605, doi:10.1108/00907321011090746. 42. Yusuke Ishimura and Joan C. Bartlett, “Uncovering the Research Process of International Students in North America: Are They Different from Domestic Students?” Information Research 18, no. 1 (2013), available online at www.informationr.net/ir/ [accessed 1 June 2015]. 43. Charity K. Martin et al., “Closing the Gap: Investigating the Search Skills of International and US Students: An Exploratory Study,” Library Philosophy & Practice (2009), available online at http://digitalcommons.unl.edu/libphilprac/ [accessed 1 June 2015]. 44. Jessica Schomberg and Barb Bergman, “International Students’ Use of a Library’s Me- dia Collection,” Library Collections, Acquisitions, & Technical Services 36, no. 3/4 (2012): 121–26, doi:10.1016/j.lcats.2012.08.002. 45. Jinghe Han, “The Experiences of Chinese PhD Students in Australia: Encountering Informa- tion Literacy Challenges,” Journal of Information Literacy 6, no. 1 (2012): 3–17, doi:10.11645/6.1.1603. 46. Ann Curry and Deborah Copeman, “Reference Service to International Students: A Field Stimulation Research Study,” Journal of Academic Librarianship 31, no. 5 (2005): 409–20, doi:10.1016/j. acalib.2005.05.011. 47. Miriam Conteh-Morgan, “Connecting the Dots: Limited English Proficiency, Second Lan- guage Learning Theories, and Information Literacy Instruction,” Journal of Academic Librarianship 28, no. 4 (2002): 191–96, doi:10.1016/s0099-1333(02)00282-3. 48. Karen Bordonaro, “Language Learning in the Library: An Exploratory Study of ESL Stu- dents,” Journal of Academic Librarianship 32, no. 5 (2006): 518–26, doi:10.1016/j.acalib.2006.06.009. 49. Schomberg and Bergman, “International Students’ Use of a Library’s Media Collection.” 50. Sei-Ching Joanna Sin and Kyung-Sun Kim, “International Students’ Everyday Life Informa- tion Seeking: The Informational Value of Social Networking Sites,” Library & Information Science Research 35, no. 2 (2013): 107–16, doi:10.1016/j.lisr.2012.11.006. 51. Yusuke Ishimura, “Information Behavior and Japanese Students: How Can an Understand- ing of the Research Process Lead to Better Information Literacy?” Public Services Quarterly 9, no. 1 (2013): 20–33, doi:10.1080/15228959.2013.758977. 52. Han, “The Experiences of Chinese PhD Students in Australia”; Hilary Hughes, “Interna- tional Students Using Online Information Resources to Learn: Complex Experience and Learn- ing Needs,” Journal of Further and Higher Education 37, no. 1 (2013): 126–46; doi:10.1080/030987 7X.2011.644778. 53. Tina Hurley, Nora Hegarty, and Jennifer Bolger, “Crossing a Bridge: The Challenges of Developing and Delivering a Pilot Information Literacy Course for International Students,” New Library World 107, no. 7/8 (2006): 302–20, doi:10.1108/03074800610677281. 54. Ishimura and Bartlett, “Are Librarians Equipped to Teach International Students?” 55. See Ishimura, “Information Behavior and Japanese Students.” 56. See Liu and Winn, “Chinese Graduate Students and the Canadian Academic Library”; Yao Chen and Cecelia Brown, “Ensuring Chinese Engineering Graduate Students’ Academic Success: A Study at the University of Oklahoma,” Science & Technology Libraries 31, no. 3 (2012): 320–41, doi:10.1080/0194262x.2012.705144. 57. Yoon and Kim, “Internet Use by International Graduate Students in the USA Seeking Health Information.” 58. Drew DeSilver, “Growth from Asia Drives Surge in U.S. Foreign Students,” Pew Research Center Fact Tank (June 18, 2015), available online at www.pewresearch.org/fact-tank/2015/06/18/ growth-from-asia-drives-surge-in-u-s-foreign-students/ [accessed 1 June 2015]; Malcolm Gillies, Australia’s Drive for International Students,” Times Higher Education (March 14, 2013), available online at https://www.timeshighereducation.com/comment/columnists/australias-drive-for- international-students/2002507.article [accessed 1 June 2015]. 59. Jessica Schomberg and Michelle Grace, “Expanding a Collection to Reflect Diverse User Populations,” Collection Building 24, no. 4 (2005): 124–26, doi:10.1108/01604950510629282. 60. Mark A. Puente, Gray LaVerne, and Shantel Agnew, “The Expanding Library Wall: Out- reach to the University of Tennessee’s Multicultural/International Student Population,” Reference Services Review 37, no. 1 (2009): 30–43, doi:0.1108/00907320910934977. 61. See Renée Morrissey and Lisa M. Given, “International Students and the Academic Library: A Case Study,” Canadian Journal of Information & Library Sciences 30, no. 3/4 (2006): 221–39; Liu and Winn, “Chinese Graduate Students and the Canadian Academic Library”; Shao et al., “Chinese Students in American Academic Libraries.” 62. See Pamela A. Jackson, “Incoming International Students and the Library: A Survey,” Reference Services Review 33, no. 2 (2005): 197–209, doi:10.1108/00907320510597408; Ilka Datig, “What Is a Library? 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