Training, Supervising, and Evaluating Student Information Assistants

Borin, Jacqueline

doi:10.1300/j120v34n72_16

Cited by 21 publications

(11 citation statements)

References 6 publications

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“…39 This model inspired other deployments of peer reference assistants, including Odum Library at Valdosta State University (Georgia) in the nineties and California State University San Marcos in 2001. 40 It is interesting to note that at Valdosta State a third objective, very pragmatic, and not related to the learning experience and retention of minority students, was, as with Fresno in the 1970s, to provide sufficient reference desk coverage. 41 In the nineties, the deployment of undergraduates for reference appears as part of the effort to implement library spaces as multipurpose Information Commons.…”

Section: March 2014mentioning

confidence: 99%

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

Bodemer

2014

CRL

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Peer learning dynamics have proven powerful in collegiate contexts. These dynamics should be leveraged at the undergraduate level in academic libraries for reference provision and basic information literacy instruction. Drawing on the literature of peer learning, documented examples of peer reference and instruction in academic libraries, and preliminary evidence from current practice at California Polytechnic State University San Luis Obispo, this article provides support from the pedagogical standpoint that undergraduates not only can provide peer reference and instruction, but should. The relevance to other institutions and additional assessment methods for establishing the efficacy of peer instruction are also discussed.

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Section: March 2014mentioning

confidence: 99%

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

Bodemer

2014

CRL

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“…Generally, staff feel that when there are "clear expectations, there is a better work environment and a trust in their supervisors" (Borin 2001). The authors believe that clarity of expectations has improved significantly.…”

Section: Section 3: Communicating Results and Impactmentioning

confidence: 99%

No more “Magic Aprons”: Longitudinal assessment and continuous improvement of customer service at the University of North Dakota libraries

Clark

Walker

2017

Journal of Access Services

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The University of North Dakota (UND) Libraries have developed a multi-award winning Customer Service Program (CSP) involving longitudinal assessment and continuous improvement. The CSP consists of iterative training modules; constant reinforcement of Customer Service Principles with multiple communication strategies and tools, and incentives that boost morale and foster not only compliance, but initiative-taking and innovation. The CSP became a widely adopted part of campus-wide assessment, beyond the libraries. Subsequent presentations at conferences led to multiple requests and implementation at other libraries.

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“…How will you help them?" Praise and encouragement at every step builds their confidence to continue to follow procedures (Borin, 2001).…”

Section: Trainingmentioning

confidence: 99%

Development, implementation and importance of an undergraduate peer research consultant program at the University of North Dakota’s Chester Fritz Library

Clark

Gabriel

Borysewicz

2020

RSR

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Purpose This paper aims to describe both the development of a peer research consultant program – using student assistants to staff the reference desk with minimal supervision while providing high-quality research assistance to their undergraduate peers, and the steps taken to create buy-in for the program from campus and librarians. Design/methodology/approach The authors provide a description of peer reference services and describe how a remodel of the library building facilitated a redesign of services. The paper covers the process of developing program guidelines, securing funding, expectations of peer research consultants, the training process and lessons learned from a medium-sized academic library. Findings The findings after the first year demonstrate that undergraduates are highly skilled at providing high-quality reference services when provided with quality training and support. In addition, undergraduate students are now seeking out peer researchers for assistance with research items such as topic formation, keyword development in databases and proper citations. Research limitations/implications No formal research or assessment of the program has been completed as of this time. Practical implications Well-trained Peer Research Consultants (PRCs) provide valued assistance to librarians in freshman composition classes, at the Ask Us reference desk, and to their peers. The program has allowed librarians to provide more outreach to their subject areas. Social implications Students prefer going to their peers for research assistance rather than a professional librarian when given the choice. The training the PRCs are provided by librarians provides credibility and trust, which encourages undergraduate students to approach PRCs for assistance. Originality/value This paper draws on multiple iterations of peer reference models to create an original program, involving training student employees to provide reference services at a paraprofessional level, as well as providing the methodology for other academic libraries to develop and launch a similar program.

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Training, Supervising, and Evaluating Student Information Assistants

Cited by 21 publications

References 6 publications

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

No more “Magic Aprons”: Longitudinal assessment and continuous improvement of customer service at the University of North Dakota libraries

Development, implementation and importance of an undergraduate peer research consultant program at the University of North Dakota’s Chester Fritz Library

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