Australian Academic & Research Libraries

ISSN: 0004-8623 (Print) 1839-471X (Online) Journal homepage: https://www.tandfonline.com/loi/uarl20

How well do you Know your Clients?: International

Students’ Preferences for Learning about Library
Services

Nicole Sackers , Bess Secomb & Heather Hulett

To cite this article: Nicole Sackers , Bess Secomb & Heather Hulett (2008) How well do you Know
your Clients?: International Students’ Preferences for Learning about Library Services, Australian
Academic & Research Libraries, 39:1, 38-55, DOI: 10.1080/00048623.2008.10721323

To link to this article: https://doi.org/10.1080/00048623.2008.10721323

Published online: 08 Jul 2013.

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 HOW WELL DO YOU KNOW
YOUR CLIENTS?: INTERNATIONAL
STUDENTS’ PREFERENCES
FOR LEARNING ABOUT
LIBRARY SERVICES
Nicole Sackers, Bess Secomb and
Heather Hulett

International onshore students are a significant

and growing population within many Australian
universities. Most research into international students’
experience of academic libraries has hitherto focussed
on satisfaction ratings or the cultural and language
issues experienced with academic libraries. In 2006
the La Trobe University Library conducted a survey to
discover international students’ preferences regarding
library services and methods of communication. It also
looked at how the Library could enhance their learning
experiences. The survey process is described, its
findings discussed, and the resulting recommendations
as to how academic libraries and librarians can best
service this expanding client group are presented.
AARL March 2008 vol 39 no 1 pp38-55.

Nicole Sackers, Deputy Reference & Information

Services Librarian, Borchardt Library, La Trobe
University, Bundoora 3086. E-mail: n.sackers@latrobe.
edu.au. Bess Secomb, Information Services Librarian,
La Trobe University, Heywood Library, PO Box 199,
Bendigo 3552. E-mail: b.secomb@latrobe.edu.au.
Heather Hulett, Head of Reference & Information
Services, David Mann Library, La Trobe University,
PO Box 821, Albury-Wodonga 3689. E-mail: h.hulett@
latrobe.edu.au

38 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

S
tatistics from Australian Education International (AEI) show that the
numbers of international students enrolling in Australian higher education
institutions have risen every year since 2002, the highest increase being
16.5% in 2002-2003 (136 252) and the lowest 5.2% in 2005-2006 (172 297).1
Preliminary figures for the January-July 2007 enrolments show that this growth
has continued, with a growth rate of 1.2% (174 381).2
La Trobe University has seven campuses across Melbourne and regional Victoria.
In 2006, the University had more than 26 000 students, of whom approximately
85% studied at the main campus in Bundoora, the Bendigo campus and
the Albury-Wodonga campus. International onshore students represented
approximately 11.5% of the total student population; most of these international
students were studying at the Bundoora campus.
The University offers a diverse range of undergraduate and postgraduate
programs across five faculties: Health Sciences; Law and Management;
Humanities and Social Sciences; Science, Technology and Engineering; and
Education. Most of La Trobe University’s international onshore students study
in Law and Management (48%) and in Science, Technology and Engineering
(26%); approximately 59% are enrolled in undergraduate programs and 41% in
postgraduate programs. The largest cohorts of onshore students are from India
and China.3
La Trobe University statistics show that international onshore student enrolments
have risen from 2 715 in 2004 to 3 012 in 2006. Preliminary figures for 2007
indicate a growth of approximately 15% to the July period.4 In addition to this
growth there has been an increasing awareness and focus on international
students at La Trobe University in terms of reviewing existing services and
gathering data to inform the provision of client-focussed support services.5

INTERNATIONAL ONSHORE STUDENTS AND THE LIBRARY

The La Trobe University Library provides the same library services to
international onshore students as it provides to the University’s domestic
students. The only notable exception relates to information literacy sessions for
international student groups. For example, library staff lead generic tours and
catalogue use workshops specifically for new international students during the
University’s orientation week and subject integrated information literacy sessions
are conducted for particular groups of international students, such as the Master
of Business Administration course at Bundoora.
While there was anecdotal feedback from students and from international
programs and liaison staff regarding the value of information literacy sessions,
there was no formal feedback on which to base future service decisions. Recent
library surveys conducted at La Trobe University provided little insight into
service provision to international students, as they had not enabled international
students to be identified in the survey responses. The lack of in-house evidence

Australian Academic & Research Libraries March 2008 39

 Nicole Sackers et al

and the increasing numbers of international students studying at La Trobe

necessitated a review of library services, so that the Library could learn
more about this client group and cater for their learning and communication
preferences.

THE SURVEY
A review of the literature found that there was little published research on learning
and communication preferences of international students in the academic
library environment in Australia and overseas. The extant literature focussed
on the cultural, perceptual and language issues that international students face
in Western academic libraries. As noted by Jackson, who conducted a study to
assess the library and computer experience of students coming to study in the
United States:
Many studies conducted on the library needs of international
students focus on international student needs and difficulties as
perceived by librarians, instructors, and international programs
office staff … However few studies focus on international students
self-perceived library needs.6

The lack of evidenced-based published research necessitated the development

of an in-house survey that asked the University’s international onshore students
about their learning and communication preferences regarding library services,
rather than asking for satisfaction ratings on existing services. The resultant data
was then used as a basis for recommendations to develop library services and
communication strategies to best meet the needs of this student group.

Survey Questionnaire
A small cross-campus working group of librarians developed questions for the
survey in early 2006. The survey needed to be easy to understand and concise
to cater for varying English language proficiency of the students. In drafting
survey questions, feedback on the language, structure and design of the survey
was sought from staff in the University’s International Programs Office (IPO)
and from academics.
The format, questions, promotion and timing of the survey were crucial to achieve
a good response rate. A pilot of the survey was conducted two months before the
official survey. The purpose of the pilot was to consult a small number of the
target client group to check understanding of terms used, the question formats,
and how easy it was for students to respond to each question. As the students had
no obvious difficulties with the language or format, the survey was not modified
before it was distributed. The full survey is included as an appendix.
The survey comprised two sections, ‘Section A: Library services’ and ‘Section
B: Your background’. Section A comprised questions that focused on learning
about library services, finding library-related information, and communication
strategies for library services and training programs. Students could assign a

40 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

ranking of ‘highest priority’, ‘medium priority’, ‘low priority’, ‘not a priority’,

or ‘not sure’ for most questions in this section. This format allowed students an
opportunity to indicate their preference for each of the options offered, including
an option to add their own suggestions. This information could then be analysed
to provide information about how international students liked to learn about
library services and facilities.
There were two other questions in Section A. The first question focused on the
preferred timing for information literacy programs and receiving information
about library services. Students were directed to select only one time period
for each option so that analysis of the question would determine exactly when
they preferred to learn about aspects of library services and programs. The final
question enabled students to comment on anything else they would like to know
or learn about the La Trobe University Library. This question was intended
to give students an opportunity to highlight any issues of importance to them
regarding library services.
Section B contained five identification questions: the student’s country of origin,
study level, the La Trobe University campus they were attending, their faculty,
and the expected duration of their study at La Trobe University.

Promotion
A short explanation regarding the aim of the survey was also included at the
beginning of the survey to provide for the students some context and background
information. Students were also given the option to enter a weekly prize draw.
This incentive was considered important to get as many survey responses as
possible. The survey was promoted on the Library web site under ‘What’s New’
(the promotion link for new services and changes to library services), and in
IPO student newsletters. The publicity included information on the weekly prize
draw of two $25 gift vouchers for students who completed the survey.
The survey was conducted during second semester orientation (17 July to 20
August 2006) in order to reach the widest audience. The time period was chosen
to take advantage of Library contact with newly commencing international
students during orientation, whilst also seeking responses from continuing
international students. All international onshore students at the three target
campuses were contacted by email and invited to participate in the survey. The
survey was offered to the students in print and online.

SURVEY RESULTS
A combined total of 481 print and online responses were received during the
survey period, representing a response rate of 22% of international students
contacted by email across the three campuses. Online response proved to be the
most popular method, representing 83% of all responses.
Data collected from the survey was analysed using SPSS statistical software. The
responses were individually analysed and cross-tabulated to collect information

Australian Academic & Research Libraries March 2008 41

 Nicole Sackers et al

on the overall preferences of the onshore international student population, and

also to break down the data to identify preferences by campus, study level, faculty
and length of study.
The results are presented below in two parts: statistics on the background
characteristics of the students responding to the survey; and an analysis of
responses to the survey questions. As there was minimal variation in student
preferences in terms of campus, study level, faculty and length of study, the
results are presented for the overall population.

Background Characteristics of Onshore Students

The survey gathered background information about the students, including
campus, home country, faculty and level of study. This data was compared to
the entire international student population at the three campuses as recorded
in 2006 La Trobe University Census Statistics.7 The comparison demonstrated
that the population responding to the survey was representative of the total
population of onshore international students, thus creating a statistically valid
snapshot of this cohort.
Students at the largest campus at Bundoora provided 91.4% of the responses and
the regional campuses 8.6%. Undergraduates provided 51.4% of responses and
postgraduates 48%. The home countries of students represented in the survey are
shown in Table 1. None of the 46 countries in the ‘other’ category totalled more
than 5% of the overall survey responses. The faculties that students were studying
in are indicated in Table 2. Law and Management had the largest group of
onshore international students.

Table 1: Home Country of Respondents

Home Country Percentage

India 23.9%
China 13.5%
Singapore 5.8%
Other 56.8%

Table 2: Faculty of Respondents

Faculty Percentage
Law and Management 41.3%
Science, Technology and Engineering 25.2%
Health Sciences 16.4%
Humanties and Social Sciences 10.1%
Education 6.9%

42 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

Methods of Learning about Library Services and Facilities

The first question asked students how they preferred to learn about the services
and facilities offered by the Library. The students were able to rank each of five
options on a priority scale (see Table 3). The most popular method of learning
about library services and facilities was library web pages, followed by personal
contact with library staff. Library tours rated well, but printed guides and self-
guided tours were the least preferred methods. It is evident that a variety of
approaches is needed to cater for these preferences, and that the most popular
contact methods – library web pages and personal contact with library staff
– allow students to access information at point of need. Library tours remain
important, but if students are unable to attend these, then possibly the best way
of providing this information is via the web rather than printed guides or self-
guided tours.
Students were also asked to suggest other methods of learning about library
services. Only five of the 481 respondents made additional suggestions and
these included library information in the Welcome Pack, and tours guided by an
experienced senior or friend.

Table 3: Learning about Library Services and Facilities

Preferred Method No. of Highest High/medium Low/not a

Responses priority priority** priority
Library web pages 466 49.6% 85% 14.8%
Personal contact
with Library staff 471 42.9% 79.4% 19.5%
Library tour 467 38.8% 77.3% 21.8%
Printed guide 463 25.5% 65.2% 33.5%
Self-guided tour 453 19% 55.8% 38%

(** The five-point priority scale has been consolidated into three in all of the tables: High,
High/Medium and Low/Not a priority to show majority trends and clearer findings.)

Methods of  Learning about  the  Catalogue, Databases, and Other Resources

In the next two questions students indicated their preferences for learning to use
library research tools including the library catalogue, electronic databases and
other Internet resources. The first question related to the library catalogue and
included information about how to access the catalogue and what it includes. The
next question on electronic databases and other Internet resources contained an
explanation about how these tools are used for finding journal and newspaper
articles.
Responses to these two questions were very similar (see Tables 4 and 5). In both
cases three of the four available learning options rated highly: online tutorial,
in-class demonstration, and hands-on workshop. Printed guides were the least
preferred option.

Australian Academic & Research Libraries March 2008 43

 Nicole Sackers et al

Face-to-face student learning using demonstrations or hands-on workshops are

seen by international students as important ways of learning about searching
tools. Another significant learning tool is online tutorials. The availability of
Internet-accessible online tutorials allows students to access this material at all
times and can supplement face-to-face classes. It can also provide an alternative
method of learning for students who miss out on a class. Printed guides were the
least preferred method of learning about library resources and, therefore, should
not form the basis of library information literacy programs.

Table 4: Learning about the Library Catalogue

Preferred Method No. of Highest High/Medium Low/Not

Responses Priority Priority Priority
Online tutorial 458 40.6% 76.6% 22.7%
In-class demonstration 464 38.8% 76.9% 22.4%
Hands-on workshop 458 37.3% 75.8% 22.4%
Printed guides 452 32.3% 66.4% 32.3%

Table 5: Learning about Databases and Other Internet Resources

Preferred Method No. of Highest High/Medium Low/Not

Responses Priority Priority Priority
In-class demonstration 464 46.1% 80.6% 18.1%
Online tutorial 461 41.6% 77.7% 21.5%
Hands-on workshop 459 40.5% 81.7% 16.8%
Printed guides 449 30.7% 65.7% 32.9%

Preferred Time to Learn about Library Services

Students were asked to identify when they preferred to learn about library
services. Four learning activities were listed and students were asked to nominate
an optimal time period for each activity (see Table 6). Most students indicated
that they were interested in commencing and completing orientation activities
during Orientation Week (before the beginning of the semester) and the first three
weeks of semester. These activities included how to use the library catalogue, the
location of books and service points, and information about borrowing.
Students preferred to learn how to find journal and newspaper articles between
the first and third weeks of semester. A small number of students favoured
information literacy skills and orientation sessions beyond week three, which
perhaps indicated that some students would like a more staged approach
or ongoing support. This was particularly true of searching for journal and
newspaper articles.

44 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

Table 6: Preferred Times to Learn about Library Services

Activity Preferred time to No. of Responses

learn responses
How to use the Library catalogue Orientation Week 59.2%
to locate books/readings in your Week 1-3 37.7 %
subject guides Week 4+ 475 3.1 %
How to find journal and newspaper Week 1-3 62.1%
articles for assignments Orientation 30.2%
Week 4+ 470 7.7%
Know where books and service points Orientation Week 62.4%
are located in the Library (photocopiers, Week 1-3 34.8%
printers, Information Desk, etc.) Week 4+ 471 2.8%
Information about borrowing (including Orientation Week 62.4%
how to borrow, how many items, length Week 1-3 34.4%
of borrowing period, etc.) Week 4 471 3.2%

Methods of Communication
Students were asked about their preferred communication methods. First,
students rated five methods of communication about library services and training
programs (see Table 7). Responses to this question showed a clear preference
for email, with web pages coming a distant second. The immediate nature of
email and the Internet allows the student to access information when they want
or need to. The remaining three options (university/student newsletters, lecture
presentation, and in person at a library service desk) scored fairly evenly, while
also attracting a larger ‘low/not a priority’ response. It appears that students
regard newsletters as a printed source, rather than an online or emailed option.
This question also provided an opportunity for students to add any related
comments. Only three of the 481 respondents made individual suggestions: an
endorsement for using email, a suggestion to have a training board advertising
current training programs, and using SMS library reminders such as overdue
notices and courtesy emails.

Table 7: Communicating with Students

Preferred Responses Highest High/Medium Low/Not a

Method Priority Priority Priority
Email 464 75.9% 91.4% 8.1%
Web pages 454 42.5% 77.3% 22.1%
In person (at a
Library service
desk) 455 29.5% 60% 37.6%
University/student
newsletters 442 28.5% 63.6% 35.3%
In a lecture 457 24.7% 61.7% 37%

Australian Academic & Research Libraries March 2008 45

 Nicole Sackers et al

Secondly, students indicated the methods of communication they prefer to use if

they needed to ask a question of the library (see Table 8). The results indicate a
particular preference for ‘in person at a library service desk’, followed by email,
then online query form. Online chat with library staff was not popular. These
results highlighted the ongoing value of personal contact between library staff
and international students. The question did not include the option of telephone
contact at the desks; three out of six students, however, listed this as a preferred
communication mode in the open-ended section of this question where they
were asked to make any other suggestions on communicating with the library.

Table 8: Communicating with the Library

Preferred method No. of Highest High/Medium Low/Not a

Responses Priority Priority Priority
In person (at a Library
service desk) 468 64.7% 91.1% 9.2%
Email 467 53.3% 83.9% 15.4%
Online query form 463 37.8% 73.2% 26.1%

Online chat (with

Library staff) 451 23.5% 56.1% 42.4%

Comments about the Library

The final question in the survey was open-ended and invited students to say
if there was anything else they would like to know or learn about the Library.
Some of the responses to this question nominated specific services or resources
they would like to learn about, while others used the opportunity to suggest
new library services. Whilst the comments were informative and provided useful
feedback, they did not show any marked trends for new services. Of the 81
responses this invitation, most related to learning about borrowing from other
libraries, wireless access, reserve collections and finding journal articles (see
Table 9).

Table 9: Summary of Most Popular Comments

No. of Services requested

responses
5 Information on borrowing from other Libraries (CAVAL,
interlibrary loans, etc)
5 Information about, or wider access to, the wireless network
4 Learning more about Reserve collections
4 Learning more about finding journal articles
3 Learning more about finding books
3 Information on study facilities such as booking study/
discussion rooms
2 More information on fines

46 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

Additional services requested included colour printing, borrowing textbooks for

an entire semester, placing holds on books by email, and SMS opening hours to
students. Some students also suggested that the library improve its promotion of
international newspaper holdings, and that typing in a variety of languages in
library catalogues be made possible.

OUTCOMES AND RECOMMENDATIONS

Two notable outcomes from this survey were:
1. The identification of library services preferred by the survey
respondents; and
2. A body of evidence on which to base future service developments
for this student group.

The Library has formed a working group investigating strategic initiatives for
this student cohort. The following recommendations are based on the ongoing
work of this group and the results of the survey. Each recommendation includes
possible strategies for implementation.

Recommendation 1: Recognition and development of existing

services important to international students
The strategies listed provide a basis for improvement on existing services rated
highly by the students.
• introduction of quality control mechanisms to support consistent
and professional service at library service desks. This could
include regular and consistent staff training programs for desk
staff with a focus on cultural empathy, as patience and awareness
are recognised as essential traits when servicing international
students8; and scheduled service review meetings.
• continued development of flexible learning opportunities using
online tools such as WebCT, Blackboard, and WebEzy, and
hands-on workshops and demonstrations. This is particularly
relevant for finding information using the library catalogue,
subscription databases and the Internet.
• reduction in the emphasis and subsequent development of
printed guides and pamphlets about library services and
facilities, including guides to searching catalogues, databases
or Internet resources, and self-guided tours. Please note that
this does not include guides accompanying training sessions or
broad based promotional material.
• generic training sessions should be conducted during the first
three weeks of the semester to maximise student interest and
involvement. The survey results indicated that students want
to know the basics about using a library and its resources by
week three.
• development of a ‘chat with a librarian’ service is not
recommended for this client group at this stage.
Australian Academic & Research Libraries March 2008 47
 Nicole Sackers et al

Recommendation 2: Know your international student profile

The recommendations below identify some simple strategies to maintain an
awareness of the changing profile of international onshore students at university.
This information can inform future strategies and policy.
• incorporation of background questions to identify ‘international’
students in future library surveys.
• gather profile information of international student enrolments
biannually. Data should be collected at strategic record update
intervals to ensure records contain full student loads. This would
include total numbers, home countries, faculties and student
level to inform further service developments.
• maintain and develop communication channels with university
administration units with direct responsibility or relevance to
international students, such as the International Programs
Office, and other international student networks. Public
relations and marketing opportunities are important to
delivering consistent library service information and building
relationships for mutual understanding and support.

Recommendation 3: Development of preferred communication mechanisms

It is generally acknowledged that students are juggling multiple commitments
and consequently they value convenient and efficient services.9 Assistance
at library service desks or online should avoid library jargon and be succinct.
Communication and marketing methods need broad appeal across their target
audience, and should aim to reach as many students as possible and provide a
consistent message via communication mediums preferred by students. Some
strategies the library could employ include:
• investigation and further exploitation of the potential of email
as a communication tool, either for all international students or
by voluntary sign up.
• incorporation of library information into existing communic-
ation structures in the University, such as an international
onshore student email newsletters (or their equivalent) in a
greater capacity to promote training initiatives and library
information on each campus.
• dissemination of promotional information via a central library
staff member to ensure that material is distributed regularly and
that the language is consistent.
• further exploitation of Internet tools for learning, communic-
ation and marketing library services and facilities, such as:
• portal developments with personal customisation
options; and

48 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

• creation of a library ‘Welcoming’ page for

international students that provides information
that meets the needs of newly commencing
international students, such as recommended
sources about life in Australia; where to get help
from university support services, etc.

Recommendation 4: Future survey modifications

The option for open-ended questions in the questionnaire was not utilised by
most survey respondents. In future, therefore, surveys of this client group could
employ alternative forms of questioning, such as focus group interviews. This
would enable the library to:
• draw out issues they may not have previously considered;
• stimulate discussion about services that meet the needs of
international onshore students; and
• gather qualitative data.

CONCLUSION
The purpose of the survey was to gather information regarding student preferences
for Library services and communication strategies. The data gathered from the
study has provided valuable information to inform future service developments
at La Trobe University Library. This includes preferences for online and face-to-
face information literacy programs, ideally offered within the first three weeks
of semester; and the use of communication methods that deliver information to
students at their point of need, in person at a library service desk, or email.
The survey responses can also provide guidance for other libraries working with
similar student populations. More generally, it illustrates the importance of
seeking client input proactively through surveys and other feedback mechanisms
to ensure that future service developments are informed by an active awareness
of the changing profile of students and their library service needs.

Acknowledgments
The authors wish to thank staff at La Trobe University Library and the
International Programs Office for their assistance, and Professor Rhett Walker
and Professor Brian Graetz for their support and advice during the survey
formulation.

NOTES
1. Australian Education International Time Series of Overseas Student
Enrolments in Australia by Major Sector, 2002-2003 at http://aei.dest.gov.
au/AEI/MIP/Statistics/StudentEnrolmentAndVisaStatistics/2003/2003_
Annual_Table_5_pdf.pdf [accessed 30 July 2007]; Australian Education
International Time Series of International Student Enrolments in Australia
by Major Sector, 2002-2006 at http://aei.dest.gov.au/AEI/MIP/Statistics/

Australian Academic & Research Libraries March 2008 49

 Nicole Sackers et al

StudentEnrolmentAndVisaStatistics/2006/2006_TableE_pdf.pdf [accessed
30 July 2007]. AEI student enrolment data covers onshore international
students studying on student visas (visa subclasses 570 to 575) only. It does
not include overseas students on Australian-funded scholarships or
sponsorships or students undertaking study while holding, or depending on
holders of, tourist or other temporary entry visas. New Zealand students
are not included in this data as they do not require a student visa to study
in Australia.
2. Australian Education International Monthly Time Series of Student
Enrolments for 2007 – Higher Education at http://aei.dest.gov.au/AEI/MIP/
Statistics/StudentEnrolmentAndVisaStatistics/2007/2007Table_03.htm
[accessed 30 July 2007].
3. La Trobe University Management Information Unit Statistics 2004-
2006 Triennium at http://www.latrobe.edu.au/stats/downloads/Statistics/
Brochure/74319%20MIU%20Stats%20Triem%20WEB.pdf [accessed 30 July
2007].
4. La Trobe University Management Information Unit Statistics 2004-
2006 Triennium at http://www.latrobe.edu.au/stats/downloads/Statistics/
Brochure/74319%20MIU%20Stats%20Triem%20WEB.pdf [accessed 30 July
2007]; La Trobe University Management Information Unit Statistics 2005-
2007 Triennium at http://www.latrobe.edu.au/stats/downloads/Statistics/
Brochure/79697%20MIU%20StatsTriem5%20WEB.pdf [accessed 30 August
2007].
5. La Trobe University Library Library Strategic Plan 2005-2008 at http://www.
lib.latrobe.edu.au/about/strategicplan-2005.php [accessed 30 July 2007];
La Trobe University Operational Plan 2006, at http://www.latrobe.edu.
au/about/OpPlan/Operational_Plan%20_06.pdf [accessed 30 July 2007];
La Trobe University Operational Plan 2007 at http://www.latrobe.edu.au/
about/OpPlan/Operational_Plan2007.pdf [accessed 30 August 2007].
6. P A Jackson ‘Incoming International Students and the Library: a Survey’
Reference Services Review 2005 vol 33 no 2 p199.
7. La Trobe University Management Information Unit 2006 Census January
to March and provisional thereafter as at COB 2 June Bundoora La Trobe
University MIU 2006.
8. S Baron and A Strout-Dupaz ‘Communicating with and Empowering
International Students with a Library Skills Set’ Reference Services Review
2001 vol 29 no 4 pp314-326.
9. M Gallagher Corporate Universities, Higher Education and the Future:
Emerging Policy Issues Presented at Corporate University Week 2000,
Sydney 14 June 2000 Occasional Paper Series Canberra Department of
Education Science and Training 2000 at http://www.dest.gov.au/archive/
highered/otherpub/corp_uni.htm [accessed 30 July 2007].

50 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

APPENDIX: The Survey Questionnaire

Survey of Library Services to International Students

The Library aims to provide a comfortable and safe learning environment for
all students at La Trobe University. It contains a wide range of reference books,
journals and audiovisual materials that you can access or borrow. In addition
there are many facilities in the Library available for your use. These include
computer workstations, photocopiers, printers, study areas and information
service desks.
Please help the Library find out how best to familiarise you with these services.
Your answers to this short survey will help us review and improve our services to
all International Students.
Enter the optional weekly prize draw to be in the running for Coles Myer gift
vouchers. See page 4 for entry details.
Thank you for your participation in this survey.

Section A: Library Services

1. Learning about what the Library has to offer you
How would you prefer to learn about the Library’s services and facilities
(printers, photocopiers, borrowing, etc.)

Circle one number per row.

Highest Medium Low Not a

Priority Priority Priority Priority Not sure
Library Tour/Class 1 2 3 4 5
Library web pages 1 2 3 4 5
Personal contact with
Library staff 1 2 3 4 5
Printed guide 1 2 3 4 5
Self guided tour 1 2 3 4 5
Other
(please describe)

Australian Academic & Research Libraries March 2008 51

 Nicole Sackers et al

2. Learning how to find information

a) The Library Catalogue is used to find printed and electronic books, journals
and audiovisual materials and is available on the web 24 hours
a day, 7 days per week. How would you prefer to learn about the Library’s
catalogue?

Circle one number per row

Highest Medium Low Not a

Priority Priority Priority Priority Not sure
In class
demonstration 1 2 3 4 5
Hands-on workshop 1 2 3 4 5
On-line tutorial 1 2 3 4 5
Printed guide 1 2 3 4 5
Other
(please describe)

b) Electronic Databases and other internet resources are used to find

newspaper and journal articles, statistics, etc. How would you prefer to
learn about the electronic databases and internet resources?

Circle one number per row

Highest Medium Low Not a

Priority Priority Priority Priority Not sure
In class
demonstration 1 2 3 4 5
Hands-on
workshop 1 2 3 4 5
On-line tutorial 1 2 3 4 5
Printed guide 1 2 3 4 5
Other
(please describe)

52 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

3. When do you prefer to learn about the Library?

Please tick one option either Orientation Week (week before classes) or
In Semester (during classes)

Orientation In Semester In Semester

Week (Week 1-3) (Week 4+)
How to use the Library Catalogue to
locate books/readings in your subject
guides — — —
How to find journal and newspaper
articles for assignments — — —
Know where books and service points
are located in the library (photocopiers,
printers, Information Desk, etc.) — — —
Information about borrowing (including:
how to borrow, how many items, length of
borrowing period, etc.) — — —
Other (please describe):

4. Communicating with the Library

a) How would you like to be informed about your Library services and
training programs?

Circle one number per row

Highest Medium Low Not a

Priority Priority Priority Priority Not sure
Email 1 2 3 4 5
In a lecture 1 2 3 4 5
In person (at a Library
service desk) 1 2 3 4 5
Web pages 1 2 3 4 5
University/student
newsletters 1 2 3 4 5
Other
(please describe)

Australian Academic & Research Libraries March 2008 53

 Nicole Sackers et al

b) If you have a question about Library services and facilities, how would
you prefer to communicate these to us?

Circle one number per row

Highest Medium Low Not a

Priority Priority Priority Priority Not sure
Email 1 2 3 4 5
On-line query form 1 2 3 4 5
In person (at a Library
service desk) 1 2 3 4 5
On-line chat (with
Library staff) 1 2 3 4 5
Other
(please describe)

5. Is there anything else you would like to know or learn about the Library?
(please describe)

We would like to know a little bit more about you. Please answer the following
questions:

Section B: Your Background

1. What is your home country?
2. Circle your study level:

1: Undergraduate 2: Postgraduate 3: Other (including Foundation

Studies/Language Centre)
3. Circle your campus:

1: Bundoora 2: Bendigo 3: Albury-Wodonga

54 Volume 39 Number 1 Australian Academic & Research Libraries

 How well do you know your clients?

4. In which Faculty are you studying?

Circle the faculty you are studying in:
1 Faculty of Education
2 Faculty of Health Sciences
3 Faculty of Humanities & Social Sciences
4 Faculty of Law and Management
5 Faculty of Science, Technology & Engineering
6 Not sure.
Please describe your major field of study:
(examples: Marketing, Zoology, Nursing, History)
5. How long do you plan to study at La Trobe University?
Circle one of the following:
1 6 months (1 semester or less)
2 7 months to 1 year (2 semesters)
3 1 to 2 years
4 2 years or more

Please return this survey by August 20 2006, using the return boxes at the
Library’s Information or Inquiry Desk.
----------------------------------------------------------------------------------------------------

Optional - Weekly Prize Draw

If you would like to be in the weekly draw for one of the prizes please include
your contact details below*.
Winners will be notified by email. Survey responses will be treated with the
strictest confidentiality.

Name:
Student Number:
Contact email:

*Personal details will be used for the sole purpose of weekly prize draws.
Details will be destroyed upon completion of all prize draws.

Australian Academic & Research Libraries March 2008 55