The academic language café
Supporting learning and integration for immigrant-origin students in university libraries
DOI:
https://doi.org/10.7146/njlis.v5i2.148813Keywords:
immigrant-origin students, nursing, integration, social capital, information grounds, language cafés, university librariesAbstract
This study investigates how academic libraries, librarians, and faculty support the educational experiences and social integration of immigrant-origin students (N2-students) through the Academic Language Café (ASK) program at the University of South-Eastern Norway. Using a conceptual lens rooted in information grounds theory, the research employed mixed methods, including semi-structured interviews with ASK coordinators, observations, and surveys targeting N2-students participating in the service. The Academic Language Café has two primary goals: to help N2-students develop Norwegian language skills and professional jargon, and to enhance the teaching competencies of faculty and librarians for this student group. Findings suggest that students perceive ASK as a supportive environment for both learning and socializing, with information exchange focused on academic writing, exam preparation, and information literacy. N2-students benefit from interactions with coordinators and peers, gaining insights into university resources and strategies to overcome challenges related to internships and studies. However, a gap exists between students' expectations and their actual experiences, particularly in conversational practice, which some feel is underemphasised. The service has increasingly prioritised assignment support, sometimes at the expense of broader academic discussions. Additionally, through interactions with N2-students, librarians and teaching staff gain valuable insights into diverse cultural, ethnic, and religious backgrounds, enriching their cultural awareness and improving their understanding of the unique challenges faced by immigrant-origin students. Overall, the program effectively supports students' social, academic, and professional integration while also enhancing the teaching competencies of coordinators.
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