| Post-secondary academic institutions in North America have been coping with increased campus diversity and the need to enhance international students' learning experiences. Previous research has shown that international students have difficulties accessing, evaluating, and using information. This research investigated specific difficulties and recommended types of assistance that should be provided to improve the information literacy of Japanese students.; As a sample of the larger international student population, this study investigated how Japanese students complete their assignments at two universities in Halifax, Nova Scotia: Dalhousie University and Saint Mary's University. Research was conducted using focus group methodology. Discussion points were based on students' assignment completion processes and needs.; The analysis of the focus group discussions showed that Japanese students needed language support to complete their assignments. Students showed certain information literacy skills, but there was room for improvement in this area. Campus-wide collaboration is indispensable to reach and assist Japanese students. |
