Peer Education in the Commons: A New Approach to Reference Services

Abstract

In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student.

Developing and assessing a graduate student reference service

“…While there are many benefits for students employed by the university library, there are also numerous advantages for their professional librarian colleagues. Student workers can free librarians from frequent directional, technical, citation, and ready-reference questions (Bodemer, 2016;Bravender et al, 2011;Brenza et al, 2015;Faix, 2014;Meyer and Torreano, 2017;Neal et al, 2010). This freed-up time allows librarians to focus on various other commitments and higher-level tasks of their profession such as collection development, teaching, outreach, committees, research projects, liaison activities and helping patrons who have been referred when more specialized or in-depth assistance is needed (Barsky, et al, 2010;Brenza et al, 2015;Faix, 2014;Meyer and Torreano, 2017;Neal et al, 2010).…”

“…Student workers can free librarians from frequent directional, technical, citation, and ready-reference questions (Bodemer, 2016;Bravender et al, 2011;Brenza et al, 2015;Faix, 2014;Meyer and Torreano, 2017;Neal et al, 2010). This freed-up time allows librarians to focus on various other commitments and higher-level tasks of their profession such as collection development, teaching, outreach, committees, research projects, liaison activities and helping patrons who have been referred when more specialized or in-depth assistance is needed (Barsky, et al, 2010;Brenza et al, 2015;Faix, 2014;Meyer and Torreano, 2017;Neal et al, 2010). The mentorship aspect of the librarian-student assistant relationship also contributes to fulfilling academic librarians' teaching This is an author accepted manuscript version with Creative Commons License (CC-BY-NC 4.0) of: Canuel, R., Hervieux , S., Bergsten, V., Brault, A., & Burke, R (2019).…”

“…There is an inherent authority imbalance between the student community and librarians and thus "peer consultants exist in a space that faculty cannot" (Meyer and Torreano, 2017, p. 42). Bodemer (2014) suggests that student-learning can benefit from the informality of peer-to-peer interactions, as peers can communicate with and understand the information needs of their community in a friendlier, more relaxed, non-authoritarian fashion (Bodemer, 2016;Brenza et al, 2015;Neal et al, 2010). Student assistants represent a less intimidating figure in the academic library and contribute to the approachability of the library space to the student body (Bodemer, 2016;Brenza et al, 2015;Faix, 2014;Meyer and Torreano, 2017;Neal et al, 2010).…”

“…Bodemer (2014) suggests that student-learning can benefit from the informality of peer-to-peer interactions, as peers can communicate with and understand the information needs of their community in a friendlier, more relaxed, non-authoritarian fashion (Bodemer, 2016;Brenza et al, 2015;Neal et al, 2010). Student assistants represent a less intimidating figure in the academic library and contribute to the approachability of the library space to the student body (Bodemer, 2016;Brenza et al, 2015;Faix, 2014;Meyer and Torreano, 2017;Neal et al, 2010). Brenza, Kowalsky, and Brush, (2015) argue that "if student users are more willing to approach student workers, then the employment of student reference assistants is a key factor to ensuring that the library is properly serving its user community" (p. 726).…”

A Model for Pain Self-Management of Patients with Haemophilia: Peer Education

“…There have been many peer education initiatives throughout history, working in a variety of contexts [37]. Soon after peer education was begun to prevent Asian influenza epidemic at Nebraska University in 1957 [38], it has been utilized in health projects seeking to reduce the incidence of smoking [39][40][41][42][43], substance misuse [44][45][46][47][48][49], violence and promotion sexual health and prevention HIV among different age groups, especially in young men [50][51][52][53][54][55][56][57]. Today, as an important and effective method, peer education is implemented in protecting from cancer and early detection of it [58][59][60][61][62][63][64][65], providing adequate and balanced nutrition, controling blood glucose of diabetics to effect change at the individual level by modifying a person's knowledge, attitudes, beliefs, or behaviours [66][67][68][69][70][71].…”