Penn State Alumni Library

Being a Good Ambassador for China

Joseph Fennewald, Penn State Hazleton

When saying goodbye to my colleagues in the English Department at Tianjin University of Technology (TUT), one of them asked me to be “a good ambassador for China.” She told me that as I share my experience I should acknowledge differences, without judgment or criticism, and look for opportunities to build bridges. I had been on sabbatical in Tianjin for five months, from August 20, 2007 to January 17, 2008. I had gone there to learn how Chinese students use academic libraries, information that would benefit Penn State Librarie6/30/08national students at the University Park campus, more come from China than any other foreign country. (See Penn State International Programs’ Student Profile 2006.)

I spent the semester at TUT teaching English as a second language (ESL) and made presentations to the TUT Library staff and that of the Nankai University School of Information Resources Management.

TUT, established in 1981, is a relatively new school, even in China. It has over 16,000 students and offers undergraduate and graduate degrees in engineering, science, business, and the humanities. TUT’s library is similar to medium-sized academic libraries in the United States. Computer terminals provide access to TUT’s online catalog and journal databases as well as links to the holdings at other academic libraries in Tianjin. Students can borrow materials from any of these libraries, but they must retrieve and return the item themselves. The library strictly enforces its policies restricting food, drink, noise, and backpacks.

A short time into the semester I conducted an informal survey on how much time my Chinese students spend each week in the classroom, library, studying, exercising, and using a computer or cell phone (a similar survey was administered at Penn State Hazleton). The results provided an opportunity for my Chinese students to compare and contrast their experience with that of Penn State students, and generated considerable discussion. My Chinese students were quick to point out that they spend almost twice as much time in class-related activities (46 hours per week) as their American counterparts (27 hours). There were also some similarities (for example, female students tended to spend more time on cell phones than males at both institutions). The survey results stimulated them to talk about their college experience, including their use of libraries and the Internet. This information will help us plan orientation and educational services for our Chinese students at Penn State.

I was impressed by my Chinese students’ diligence and hard work and admired their pursuit of knowledge. Several shared with me subjects that they were studying independently, not required for any class, and how they use the library to gain additional information. As one wrote, “I like to go to the library to look up information which I can’t learn in class. I enrich myself constantly.” Admittedly, it is easy to focus on the differences between China and the United States in our libraries, education, and lifestyles. But following the advice from my colleague I hope that I will avoid evaluating them as being better or worse, to build bridges, and to be a “good ambassador.”

The Shout Heard Round the World

Carol Wright, University Park

“We Are Penn State” is a cry certain to be heard on Penn State campuses, as well as locations around the world, wherever Penn Staters can be found. Many factors contribute to the strength of Penn State, and among the most prominent are its library resources. As the University, library materials constitute “one collection, geographically dispersed.” Students, faculty, and staff, working and studying on campus or at “remote” locations, each have access to Penn State collections that support their research, teaching, study, and leisure. Technologies that support instruction and research also support access to library materials.

Interestingly, the definition of “remote” location has been, and remains, a moving target. One might first think of the thousands of students enrolled in Distance Learning and World Campus courses. There are currently World Campus students residing on all seven continents (including Antarctica), representing a large number of countries. They include military personnel and veterans,corporations,high school students,students with disabilities,international students,and current Penn State students concurrently enrolled in residential courses. Further, residential courses can be a mix of completely “face to face,” completely online, or a mix, sometimes called “blended” learning. Indeed, perhaps the largest user group is the “remote” user, on campus or in town, who connect to library resources and services online.

The entire Penn State collection, print or digital, is available to members of the Penn State community: students, faculty, and staff with a valid Penn State ID+ card. Almost any library material at any location can be transferred to a requesting Penn State location within a very few days; special arrangements are made for delivery of materials to users who are not near a library location. Additionally, members of the Alumni Association have access to selected portions of the online collections.