T hroughout the very first academic year (2013-2014), the librarians at New York University (NYU)-Shanghai played a critical role in collaborating with the Writing Department to teach all 300 first-year students about conducting library research for a seminar called "Global Perspectives on Society (GPS)." 1 From the librarians' perspectives, it is not surprising to find that the 150 international students, including Americans, Europeans and South Asians, had less difficulty in conducting library research in comparison to the 150 Chinese students who were not familiar with "library research" and "academic integrity." 2 Teaching all 300 students and customizing two instructional services programs became an interesting challenge and a great learning opportunity to note the key differences between the two groups. After reaching out to all 300 students, the librarians hosted a writing faculty social to debrief and gather information from the faculty members' perspective. Overall, the feedback was very useful, some of which will be shared in this article. This article explores the librarians' role as a collaborator with the Writing Department in this international context. To better understand the dynamics of internationalism and multiculturalism in the classroom from the librarian's perspective, we will note the observations, strategies, opportunities, and challenges in teaching and engaging with this diverse body, particularly Chinese students at NYU-Shanghai.
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