영문목차
List of Tables=vii
Foreword=ix
Acknowledgments=xiii
Series Editor's Preface=xv
Preface=xix
Introduction=xxiii
Part 1: International Students=1
Overview=1
The International Student on Campus: History, Trends, Visa Classification, and Adjustment Issues=3
Historical Background=3
Characteristics of Foreign Student Flow=4
Areas of Study, Gender Composition, and Primary Sources of Funds=5
Visa Classification of Students=6
Issues Affecting International Students=9
Conclusion=15
References=15
International Students and the Library: New Tools, New Users, and New Instruction=17
International Students in American Libraries=19
Cultural Differences and Learning Styles=20
Library Instruction and International Students=25
Language Proficiency=26
Linguistic Issues=27
Computer/Information Literacy=31
Instructional Approaches and Recommendations=35
Final Recommendations=39
References=40
Part 2: Multicultural and Gender Issues=45
Overview=45
Instruction in a Multicultural Setting: Teaching and Learning with Students of Color=47
Demographic Context=48
Improving Our Multicultural Teaching=48
Cognitive Side of Teaching and Learning=53
The Affective Side of Teaching and Learning=58
Assuring a Multicultural Classroom: Outreach to Multicultural Campus Units and Professors=66
Recruitment and Collections=67
Summary=68
References=68
Further Reading=69
Library Instruction for Lesbian, Gay, Bisexual, and Transgendered College Students=71
The Campus Environment=71
Library Services=73
Library Instruction=75
Conclusion=83
Notes=83
References=84
Further Reading=86
Part 3: First-Generation College Students and At-Risk Students=87
Overview=87
Library Service for the First-Generation College Student=89
The First-Generation College Student=90
Retention of First-Generation Students=94
Class and Culture=95
Library Skills of First-Generation Students=99
What Can We Do to Help First-Generation Students?=99
Impact of Library Instruction=104
References=105
At-Risk Students=107
Issues=108
Strategies for Instruction=113
Conclusion=122
References=123
Part 4: Re-Entry, Graduate, and Seasoned Students=125
Overview=125
Just in Case, Just in Time, Just for You: User Education for the Re-Entry Student=127
Re-Entry Students: Reasons for Returning=128
Characteristics=129
Independent Learners=131
Traditional User Education and Its Goals=133
Conclusion=142
References=143
Further Reading=143
User Education for Graduate Students: Never a Given, and Not Always Received=145
Changing Demographics=145
Faculty Assumptions=146
The Goal: Fluency with Information Technology, for Users and Librarians=149
Graduate Students' Needs=153
Levels of User Education=155
Conclusion=167
Notes=168
References=168
Seasoned Students=173
The Demographics=173
What Does Higher Education Offer?=175
Library Connection=177
Instructional Implications=179
Conclusion=185
References=186
Further Reading=187
Part 5: The Needs of Distance Learners=189
Overview=189
Information Literacy for Interactive Distance Learners=191
Distance Learning and Information Literacy=193
Representative Programs=197
Critical Issues and Responses=200
Trends and Directions=214
References=217
Appendix A: Survey=219
Meeting Adult Learners, Wherever They May Be: If It's Thursday, It Must Be Thermopolis!=221
Why Thermopolis?=221
The Intensive Weekend Format=223
How Does Lesley College Support These Students?=223
Information-Literacy Steps=224
Strategies for Library Instruction=226
What Assumptions Need to Be Addressed?=229
What Is Ahead for Lesley College?=231
What Is the Future for Library Instruction for Distance Learners?=234
References=235
Conclusion: Summary and a Look Ahead=237
Index=241
About the Authors and Editors=249