How can a library staff member help international students from diverse cultures feel comfortable and welcome in the library?

Ensuring that international students from diverse cultures feel comfortable and welcome in the library involves a number of different steps which begin with a sense of belonging. Students  coming from a variety of cultural backgrounds, have diverse linguistic skills and may or may not have the same level of academic experiences as their peers. Keeping in mind that when an equity deserving student approaches the library desk, they have likely overcome many barriers and acknowledge their bravery. Here are some steps staff members can take: 

• Using the Culturally Responsive Checklist to understand a learner’s non-verbal cues. Utilizing gestures as well as objects to aid understanding of the conversation 
• Using simple language instead of library jargon will support student comprehension
• Using the Inclusive Pedagogy and Trauma informed Approaches checklist as well 
• Understanding cultural sensitivity, body language, and cross cultural differences that may influence communication is crucial. For instance, eye contact can have various meanings across cultures. Some students may avoid making eye contact, instead using hand gestures, looking at their computer, or glancing at paper or other objects to avert their gaze. In certain cultures, maintaining eye contact is considered authoritative. 
• Asking open-ended questions rather than personal questions about their country of origin, or their nationality or culture. This can vary by patron, as international students may sometimes intentionally mention their cultural background or country of origin to highlight their lack of knowledge about the content. Hence, creating awareness of what is being discussed is important. 
• Offering students an opportunity to be walked to their destination, e.g. if looking for books on a different level of the library, if the desk is not too busy, perhaps assisting them in finding the book will be a good idea. If however, that is not possible then finding an alternate way of allowing them to navigate the space, but with a reminder that they can come back for help if they can’t find what they are looking for. 
• If linguistic barriers exist, asking staff who are multilingual if they are comfortable with assisting patrons at the desk. 
• Be patient with students, give them the time to ask their questions and provide opportunities to seek clarification and find assistance. Rephrasing and reiterating instructions may also provide a layer of support for students  
• Build trusting relationships with students. Lack of cultural representation at the library desk may result in barriers with students not trusting a staff member and this can be perceived the other way, whereas a staff member’s previous biases might obstruct one’s perspective of a culture. Hence, being aware of one’s cultural biases is an important step.
• For students with linguistic barriers or lack of familiarity with the library’s resources, using paper and pen to write down the different concepts will scaffold learning. Seek clarification by asking them to show you or write down their questions. 
• Note that international students might not use the library as their first point of contact. Library anxiety may be a real issue for them. If they do approach the library for assistance, it may speak to the level of bravery they have taken and the significant support they need. . 
• International students might not fully grasp concepts like information literacy, using scholarly resources for research assignments, and understanding academic policies and procedures in an international setting. Therefore, it is important to familiarize them with these concepts. Although the terminology may vary, students might already be familiar with these ideas in their own regional contexts.