Perceptions of students working as library reference assistants at a University Library

Abstract

Purpose – This paper aims to develop a better understanding of student worker perceptions of academic libraries in an effort to improve student worker training, position structure and, ultimately, their perceptions of the library. The value of student reference assistants extends well beyond the completion of assigned library tasks. Specifically, student reference assistants can be important community voices and advocates for academic libraries, spreading, by word-of-mouth, the kinds of library services available to students and their relevance to the academic community. Consequently, it is essential to gain an understanding of how student workers perceive the academic library as a result of their employment. Design/methodology/approach – This paper uses an informal, anonymous online survey of student reference assistants to gather information on student worker perceptions of the library. Questions focus on student workers’ understanding of library services and resources as well as on the library’s mission and purpose. An analysis of student responses is provided in light of four “ideal” perceptions which the librarians hold for all students. Findings – Overall, student worker responses to the survey generally aligned with the ideal perceptions. However, misalignments suggest the need for training that focuses on the development of a broader understanding of the library’s role in the academic community. Practical implications – The paper can help academic librarians gain insight on how student workers understand the role of the library within the larger academic community and how positive student worker perceptions can be leveraged for outreach purposes. Originality/value – This paper examines an important aspect of student worker perception that has generally been overlooked in the literature.

Students Helping Students: Creating and Evaluating a Collaborative Service Model in the Library

“…14 Andrew Brenza, Michelle Kowalsky, and Denise Brush found 43 percent of student participants stated their library training would be quite useful to them in their coursework, while 57 percent of participants said that the library training would help them "some" in their coursework. 15 In a study by Amanda Melilli, Rosan Mitola, and Amy Hunsaker, students found "value in skills that are transferable to multiple areas of their lives." 16 Student employee participants (97%) found what they learned in the library workshop was useful for their academic studies.…”

Evolving and Enduring Patterns Surrounding Student Usage and Perceptions of Academic Library Reference Services

“…21 A further look at peer relationships in the library applies to student reference workers, who may be more understanding of student needs, are apt to be more approachable, and can positively influence student perceptions of reference services. 22 Moreover, some students profess to a greater feeling of comfort when dealing with peers. 23 This brings up the question of identity, as many students are unable to differentiate from among the individuals sitting behind the reference desk.…”

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).…”