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Sample APA Paper
Running head: SAMPLE APA PAPER HANDOUTS
Sample APA Paper Handouts for San Jose State University
School of Library and Information Science Students
Stacy Shotsberger Russo
California State University, Fullerton
Abstract
This is where the abstract will begin in an APA style paper. The word “Abstract” is to appear centered on the top line. Unlike other paragraphs throughout the paper, the abstract paragraph is not indented. The abstract should only be 1 paragraph in length and should not exceed 120 words. Arabic numerals should be used for all numbers in the abstract, except for numbers that begin a sentence. This is only a sample abstract. Official information about writing an abstract may be found in sections 1.07 and 5.16 of the Publication Manual of the American Psychological Association, 5 th ed.
Sample APA Paper Handouts for San Jose State University
School of Library and Information Science Students
Educational systems that differ from the American educational system can cause significant barriers for international students during both bibliographic instruction sessions and while being instructed by a librarian at the reference desk. According to Wayman (1984), students from Japan, China, and the Middle East “are usually verbally passive in class, may respond only to direct questions, and learn by observation and practice. Memorization is common” (p. 338). Wayman’s points are similar to those of Badke (2002), who found the “mentorship/discipleship mode of education” (p. 61) the form of instruction most known by international students. Badke continues his description with the following: “The teacher is a god-like figure who lectures, remains quite distant from all but his special students, equates intelligence with the ability to memorize, and provides whatever critical thinking is required in the classroom” (p. 61-62). Considering the critical thinking and emphasize on original thinking in American universities, one can quickly understand how different the American system is from a system that respects passivity and memorization. During bibliographic instruction sessions, librarians who teach with an emphasize on interaction with the students, including ongoing dialogues or question and answer sessions, may alienate international students. In addition, a student who is generally passive may not ask for help, but appear to understand the instruction out of respect.
Also within the realm of different educational styles is the concept of preferred learning style, something that could be considered a linguistic barrier as much as a cultural barrier. According to DiMartino and Zoe (2000), “There is much to be gained by understanding learning styles and theory and integrating them into library instruction.” (p. 21). They refer to Reid’s 1987 study of 1,388 students to determine learning style preferences. Reid found that English as a Second Language (ESL) “students strongly preferred kinesthetic and tactile learning styles” (p. 92). A closer examination of her study, however, reveals significant differences between the various groups studied. For example, other findings reported in Reid include (a) Korean students are more visual than all other surveyed groups; (b) Japanese speakers were so varied in their responses that a preferred learning style could not be determined; (c) Spanish speakers prefer kinesthetic and tactile learning; and (d) native English speakers are the most similar to students from Indonesia, preferring auditory and kinesthetic learning. These are just a few of the examples found in Reid’s study, pointing to the difficulties librarians could face when instructing a diverse cultural group.
Part of the educational system that is often strikingly different from that found in American academic institutions is the arrangement of the library and the view toward the function of the library and the people who work in it. According to Wayman (1984), “Most libraries in developing nations are smaller, with outdated books” (p. 338). Wayman goes on to point out how the libraries may have closed stacks. This is also discussed in Z. Liu (1993): “Many libraries in developing countries have closed stacks, making the libraries more like study halls than places for research” (p. 27). Services are also frequently different. Z. Liu found that international students often do not have experience with self-service. Clerks, not librarians, may comprise the library staff in foreign libraries. Similarly, instead of librarians, professors may direct students to a particular book (Wayman, 1984). M. Liu (1995) also reported on the above, adding, “And
References
Badke, W. (2002). International students: Information literacy or academic literacy?
Academic Exchange, 6(4), 60-65. Retrieved October 5, 2004, from Expanded
Academic database.
DiMartino, D., & Zoe, L. R. (2000). International students and the library: New tools,
new users, and new instruction. In T. E. Jacobson & H. C. Williams (Eds.), Teaching the new library to today’s users: Reaching international, minority, senior citizens, gay/lesbian, first-generation, at-risk, graduate and returning students, and distance learners (pp. 17-43). New York: Neal-Schuman.
Liu, M. (1995). Ethnicity and information seeking. The Reference Librarian, (49/50),
123-134.
Liu, Z. (1993). Difficulties and characteristics of students from developing countries in
using academic libraries. College & Research Libraries, 54, 25-31.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly,
21, 87-103.
Wayman, S. G. (1984). The international student in the academic library. The Journal
of Academic Librarianship, 9, 336-341.