Analysis

Key Findings

• Library instruction, access to course-specific LibGuides, and ongoing face-to-face and virtual support from a librarian increased students’ familiarity with library resources and their ability to use library tools to search for foreign language materials.

•  Students’ reflection assignments indicated library support (such as the provision of resources in a variety of media formats) assisted their cultural learning.

• The majority of students indicated communication with the librarian through the learning management system was helpful or essential when completing two of three cultural assignments.

• Students indicated the resources included on their course LibGuide helped them draw cultural comparisons.

• Students indicated the provision of resources in a variety of formats (foreign newspapers and foreign films) helped them develop comprehension strategies

Limitations

•  This study was conducted with a small sample size. The decision to include only two classes was purposeful, as we wanted the same faculty member to each all study subjects. Future study designs should seek to include a larger sample

• Team members decided to disregard pre-and post-assessment data related to cultural learning after concluding many factors (in class instruction, reading assignments, etc.) could impact their performance on those assessments.

• Because statistics for face-to-face reference desk transactions were not entered uniformly, we cannot precisely state how many students came to the reference desk for assistance.

Next Steps

•       Share results with Foreign Language Faculty and others as we advocate for establishing additional collaborative relationships to help ensure students meet discipline-specific proficiency standards.

•       Advocate for the automatic inclusion of library resources in all LMS classes.

•       Strive to include library resources in a variety of different formats in all information literacy instruction in an effort to facilitate differentiated instruction.

•       Work with reference staff to better familiarize students with the library’s catalog and the reference department’s chat reference service.

Institutional and Disciplinary Impact

As detailed on the analysis page, the students' reflection pieces indicated that they became more familiar with library tools and services, developed comprehension strategies for understanding foreign films and newspapers and improved their cultural learning. Each of those themes relates directly to ACTFL's Standards for Foreign Language Learning.

In furthering their cultural learning, those enrolled in this study also took steps toward meeting the College's stated aims of improving students' intercultural and international learning.