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Academic libraries play a key role in helping international students adjust to a new learning environment. The abrupt halt to in-person activities due to COVID-19 meant that many libraries had to find new and creative ways of utilizing technology to continue serving patrons. In fall 2020, the English Conversation Group (ECG) at the University of Windsor's Leddy Library pivoted to offering virtual sessions for the first time in the program's history due to the COVID-19 pandemic. The sessions have been successful in continuing to support international students and have allowed for students to engage with the university, the library, and each other despite being physically separated. The authors detail the process, challenges, and outcomes of hosting English Conversation Group using Blackboard Collaborate for international students. This case study provides limited empirical evidence for libraries who have an interest in offering a web-based English conversation program in order to support international students. [ABSTRACT FROM AUTHOR]

The difference in information literacy skills between native and non-native English-speaking students was explored using a modified version of the Beile Test of Information Literacy for Education (B-TILED). The multiple linear regression analysis method was applied, and, after controlling for demographic variables, this study found that the mean score of native English-speaking students was 0.136 (p < 0.001) higher in search strategy, 0.093 (p < 0.05) higher in knowledge of electronic resources, and 0.181 (p < 0.01) higher in ethical consideration and copyright than that of non-native English-speaking students. There was no significant difference in knowledge of academic databases and citations between these two groups. This study intends to contribute partial empirical evidence on the role of libraries in the higher education of non-native English-speaking students for information literacy practice. [ABSTRACT FROM AUTHOR]