2. Building Relevance within the Classroom How do we build relevance?  by facilitating use (not complicating it)  by making things count

3. Easy versus Complicated

5. First Language Spoken by Students Studying Japanese at UBC （ 2008/09)

6. Facilitating Use In the undergraduate classroom  find out about course content and identify relevant titles that can be used by students for their projects  make sure that examples used in classroom instruction match the current topic being taught  embedding content within the online classroom

9. Facilitating Use Targeted Instruction  teach databases that are immediately beneficial to students within the course  ensure that students majoring in the discipline will be given instruction on foundational databases / e-resources

10. Facilitating Use How this means relevance  a. Bearing on or connected with the matter in hand; closely relating to the subject or point at issue; pertinent to a specified thing.  b. Without construction: appropriate or applicable in the (esp. current) context or circumstances; having social, political, etc., relevance relevant, adj. Oxford English Dictionary. Third edition, December 2009; online version December 2011.

11. Making it Count Making an impact on course outcomes  including library assignments within the classroom  making reference transactions mandatory Advocating importance to colleagues and administrators  raising awareness of how multilingual education requires more, not less  explaining how extra time should be spent on graduate student users working within multicultural and multilingual frameworks

12. Thank you! Shirin Eshghi Japanese Language Librarian shirin.eshghi@ubc.ca