{"title":"Editorial: The future of peer-led research services: trending now or still trending?","authors":"S. Watstein, Elizabeth M. Johns","doi":"10.1108/rsr-06-2023-116","DOIUrl":"https://doi.org/10.1108/rsr-06-2023-116","url":null,"abstract":"","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42391571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.1108/rsr-09-2022-0051
Elizabeth DeZouche, Denise Santos
PurposeThe authors seek to demonstrate, from a Hispanic-serving institution (HSI) perspective, the importance of utilizing High Impact Practices (HIPs) for not only more meaningful student employment initiatives, but to benefit the campus community and prepare Hispanic students for success post-graduation.Design/methodology/approachEvaluation of current practices in academic libraries aided the design of the new staffing model, location and name. A survey of research desk student assistants was designed and implemented approximately one academic year after changes were executed. Survey data combined with follow-up interviews summarized the qualitative-focused assessment of the research desk's evolution and verified the validity of maintaining HIPs in libraries for Hispanic student success.FindingsThe transition of the reference desk to a student-staffed research desk was successful in that librarians were able to dedicate more time to other endeavors, such as campus outreach and collection development. The High Impact Practice (HIP)-focused desk model, along with new, customized onboarding and training materials, fulfilled their goals of giving student assistants meaningful employment on campus while also bridging the gap between the library and the mostly Hispanic, first-generation student population. An assessment from the student assistants' point of view helped them further analyze the new research desk model. They found that student assistants noticed the ease with which their peers approached the desk and how their skills learned on the research desk transferred to their classes and future careers.Research limitations/implicationsDue to the COVID-19 pandemic and the restructuring of library personnel the authors were unable to implement library patron surveys to evaluate the new desk model.Originality/valueMany academic libraries and partners have made the transition to student-staffed help desks or offer peer-to-peer tutoring or mentoring services. HIPs positively impact marginalized student populations scholastically, but no current studies discuss the effect on the Hispanic student population from an HSI perspective. This study illuminates the wholistic influence HIPs have on Hispanic student assistants, not only their work and peers, but the affect on their academic and personal lives.
{"title":"Shifting to a high impact practice-centered student worker staffed research desk: a Hispanic serving institution perspective","authors":"Elizabeth DeZouche, Denise Santos","doi":"10.1108/rsr-09-2022-0051","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0051","url":null,"abstract":"PurposeThe authors seek to demonstrate, from a Hispanic-serving institution (HSI) perspective, the importance of utilizing High Impact Practices (HIPs) for not only more meaningful student employment initiatives, but to benefit the campus community and prepare Hispanic students for success post-graduation.Design/methodology/approachEvaluation of current practices in academic libraries aided the design of the new staffing model, location and name. A survey of research desk student assistants was designed and implemented approximately one academic year after changes were executed. Survey data combined with follow-up interviews summarized the qualitative-focused assessment of the research desk's evolution and verified the validity of maintaining HIPs in libraries for Hispanic student success.FindingsThe transition of the reference desk to a student-staffed research desk was successful in that librarians were able to dedicate more time to other endeavors, such as campus outreach and collection development. The High Impact Practice (HIP)-focused desk model, along with new, customized onboarding and training materials, fulfilled their goals of giving student assistants meaningful employment on campus while also bridging the gap between the library and the mostly Hispanic, first-generation student population. An assessment from the student assistants' point of view helped them further analyze the new research desk model. They found that student assistants noticed the ease with which their peers approached the desk and how their skills learned on the research desk transferred to their classes and future careers.Research limitations/implicationsDue to the COVID-19 pandemic and the restructuring of library personnel the authors were unable to implement library patron surveys to evaluate the new desk model.Originality/valueMany academic libraries and partners have made the transition to student-staffed help desks or offer peer-to-peer tutoring or mentoring services. HIPs positively impact marginalized student populations scholastically, but no current studies discuss the effect on the Hispanic student population from an HSI perspective. This study illuminates the wholistic influence HIPs have on Hispanic student assistants, not only their work and peers, but the affect on their academic and personal lives.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47364289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-19DOI: 10.1108/rsr-11-2022-0056
Stephanie Beene, Katie Greer
Purpose The purpose of this study was to investigate whether and in what ways library workers in the United States encountered patrons espousing beliefs in conspiracy theories and, if so, to explore the effectiveness of the strategies they used to address information disorder during the interactions. Design/methodology/approach The study was designed with an exploratory qualitative approach. Data were collected via an online survey posted to national and state library association listservs, utilizing a self-selected sampling method. Researchers inductively and deductively analyzed results, developing predetermined themes based on the research questions, then iteratively integrating unexpected data during coding. Findings A total of 334 responses were received over two weeks. Data represent library workers from 43 states and Washington, D.C., including various types of libraries. Library workers interacted with patrons with conspiratorial thinking, and both library workers and patrons evidenced a range of emotions and motivations. Originality/value This is the first national study to survey library workers and whether they encountered patrons espousing conspiracy theories. While the sample size is small, themes elucidate various strategies that library workers use for interacting with patrons who express some level of conspiracy ideation.
{"title":"Library workers on the front lines of conspiracy theories in the US: one nationwide survey","authors":"Stephanie Beene, Katie Greer","doi":"10.1108/rsr-11-2022-0056","DOIUrl":"https://doi.org/10.1108/rsr-11-2022-0056","url":null,"abstract":"Purpose The purpose of this study was to investigate whether and in what ways library workers in the United States encountered patrons espousing beliefs in conspiracy theories and, if so, to explore the effectiveness of the strategies they used to address information disorder during the interactions. Design/methodology/approach The study was designed with an exploratory qualitative approach. Data were collected via an online survey posted to national and state library association listservs, utilizing a self-selected sampling method. Researchers inductively and deductively analyzed results, developing predetermined themes based on the research questions, then iteratively integrating unexpected data during coding. Findings A total of 334 responses were received over two weeks. Data represent library workers from 43 states and Washington, D.C., including various types of libraries. Library workers interacted with patrons with conspiratorial thinking, and both library workers and patrons evidenced a range of emotions and motivations. Originality/value This is the first national study to survey library workers and whether they encountered patrons espousing conspiracy theories. While the sample size is small, themes elucidate various strategies that library workers use for interacting with patrons who express some level of conspiracy ideation.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135576209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1108/rsr-02-2023-0006
L. Saunders, Rachel D. Williams, Geneviève Galarneau, Gianna C. Gifford
PurposeThe purpose of this study was to get a baseline understanding of the state of reference services in urban public libraries in the United States.Design/methodology/approachThe researchers surveyed all members of the Urban Libraries Council, a network of public library systems in urban centers across the country. The survey asked about their reference services, including how reference is offered, volume and types of questions and staff responsibilities. Participants were also asked how reference has changed in the past 5–10 years and what changes they anticipate in the future.FindingsThis study found that the vast majority of urban public libraries still maintain a physical reference desk, but most also offer reference services in other formats as well. Most libraries have seen numbers of reference questions decline. Reference staff members are engaged in instruction, programming and community outreach as well. Looking ahead, some libraries expect reference questions to continue to decline and demand for virtual services to increase.Practical implicationsDirectors and reference staff of public libraries, especially those in urban and suburban settings, will find these results useful for benchmarking against their own experiences and for planning for future changes.Originality/valueWhile discussions of changes in reference service and volumes of reference questions are plentiful, as are predictions of how these declines will impact reference services, there is little current research on the actual state of those services. This study fills a gap in the literature by providing a baseline overview of the reference services in urban public libraries.
{"title":"Reference in urban public libraries: current trends and future implications","authors":"L. Saunders, Rachel D. Williams, Geneviève Galarneau, Gianna C. Gifford","doi":"10.1108/rsr-02-2023-0006","DOIUrl":"https://doi.org/10.1108/rsr-02-2023-0006","url":null,"abstract":"PurposeThe purpose of this study was to get a baseline understanding of the state of reference services in urban public libraries in the United States.Design/methodology/approachThe researchers surveyed all members of the Urban Libraries Council, a network of public library systems in urban centers across the country. The survey asked about their reference services, including how reference is offered, volume and types of questions and staff responsibilities. Participants were also asked how reference has changed in the past 5–10 years and what changes they anticipate in the future.FindingsThis study found that the vast majority of urban public libraries still maintain a physical reference desk, but most also offer reference services in other formats as well. Most libraries have seen numbers of reference questions decline. Reference staff members are engaged in instruction, programming and community outreach as well. Looking ahead, some libraries expect reference questions to continue to decline and demand for virtual services to increase.Practical implicationsDirectors and reference staff of public libraries, especially those in urban and suburban settings, will find these results useful for benchmarking against their own experiences and for planning for future changes.Originality/valueWhile discussions of changes in reference service and volumes of reference questions are plentiful, as are predictions of how these declines will impact reference services, there is little current research on the actual state of those services. This study fills a gap in the literature by providing a baseline overview of the reference services in urban public libraries.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48617337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-07DOI: 10.1108/rsr-09-2022-0044
Allison Faix
PurposeKimbel Library used a peer reference model of service beginning in 2009 that was successful for several years but eventually phased out due to shifting priorities and needs. This article aims to describe Kimbel Library's second attempt at creating and using a peer reference program in 2018, how it was different from the original approach, and what ultimately happened.Design/methodology/approachIn this article Reference Services Review Co-editor Sarah Barbara Watstein interviews Allison Faix, Instruction Coordinator and Librarian at Coastal Carolina University, about her experiences with peer reference services.FindingsBecause of the marked decline in the number of research-based questions asked at the library's help desk, the library found itself with smart, well-trained peer research assistants who were disappointed that their research assistance was not in greater demand.Originality/valueThis interview looks at two different ways that peer reference was implemented at the same institution starting in 2009.
目的金贝尔图书馆从2009年开始使用同行参考服务模式，该模式成功了几年，但由于优先事项和需求的变化，最终被淘汰。本文旨在描述金贝尔图书馆在2018年第二次尝试创建和使用同行参考计划，它与最初的方法有何不同，以及最终发生了什么。设计/方法论/方法在这篇文章中，《参考咨询服务评论》的联合编辑Sarah Barbara Watstein采访了卡罗莱纳海岸大学的教学协调员兼图书馆员Allison Faix，讲述了她在同行参考咨询服务方面的经历。发现由于图书馆服务台提出的基于研究的问题数量显著下降，图书馆发现自己有聪明、训练有素的同行研究助理，他们对自己的研究援助需求没有增加感到失望。独创性/价值本次采访着眼于从2009年开始在同一机构实施同行参考的两种不同方式。
{"title":"Peer reference, post reference desk: what is next? An interview with Allison Faix, instruction coordinator and librarian at Coastal Carolina University","authors":"Allison Faix","doi":"10.1108/rsr-09-2022-0044","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0044","url":null,"abstract":"PurposeKimbel Library used a peer reference model of service beginning in 2009 that was successful for several years but eventually phased out due to shifting priorities and needs. This article aims to describe Kimbel Library's second attempt at creating and using a peer reference program in 2018, how it was different from the original approach, and what ultimately happened.Design/methodology/approachIn this article Reference Services Review Co-editor Sarah Barbara Watstein interviews Allison Faix, Instruction Coordinator and Librarian at Coastal Carolina University, about her experiences with peer reference services.FindingsBecause of the marked decline in the number of research-based questions asked at the library's help desk, the library found itself with smart, well-trained peer research assistants who were disappointed that their research assistance was not in greater demand.Originality/valueThis interview looks at two different ways that peer reference was implemented at the same institution starting in 2009.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42061142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Library learning for the future: sustaining, reinventing and revitalizing how, when and where librarians support learning","authors":"Elizabeth M. Johns, S. Watstein","doi":"10.1108/rsr-02-2023-115","DOIUrl":"https://doi.org/10.1108/rsr-02-2023-115","url":null,"abstract":"","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47134490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-03DOI: 10.1108/rsr-09-2022-0041
M. Lowe, Sean M. Stone, Katharine V. Macy
PurposeThis paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.Design/methodology/approachThe approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.FindingsWhile the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.Originality/valuePeer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.
{"title":"Peer teachers taking the lead in classroom instruction: program creation and challenges faced","authors":"M. Lowe, Sean M. Stone, Katharine V. Macy","doi":"10.1108/rsr-09-2022-0041","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0041","url":null,"abstract":"PurposeThis paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.Design/methodology/approachThe approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.FindingsWhile the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.Originality/valuePeer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48837656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1108/rsr-09-2022-0039
Allison Scripa, M. E. Spencer
PurposeThe authors discuss the challenges and successes in implementing a peer reference service model in a community college library.Design/methodology/approachThe authors present a case study about the development of a peer reference service at a community college library. The article includes a chronological overview of the program, a brief literature review, the authors’ own observations, interviews with student employees, comments from librarians working with the students and reference service data. They reviewed local reference service data, conducted a limited review of the literature, interviewed librarians at a university with a peer reference assistance program and incorporated their own observations to create the Pellissippi Ambassadors for Library Success program.FindingsFindings suggest that peer reference services benefit student employees, student researchers and librarians.Research limitations/implicationsThe article does not include a comprehensive literature review.Originality/valueThe study discusses peer reference services in a community college library setting and can be of use to librarians implementing peer reference services.
{"title":"Introducing peer-to-peer reference services in a community college library","authors":"Allison Scripa, M. E. Spencer","doi":"10.1108/rsr-09-2022-0039","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0039","url":null,"abstract":"PurposeThe authors discuss the challenges and successes in implementing a peer reference service model in a community college library.Design/methodology/approachThe authors present a case study about the development of a peer reference service at a community college library. The article includes a chronological overview of the program, a brief literature review, the authors’ own observations, interviews with student employees, comments from librarians working with the students and reference service data. They reviewed local reference service data, conducted a limited review of the literature, interviewed librarians at a university with a peer reference assistance program and incorporated their own observations to create the Pellissippi Ambassadors for Library Success program.FindingsFindings suggest that peer reference services benefit student employees, student researchers and librarians.Research limitations/implicationsThe article does not include a comprehensive literature review.Originality/valueThe study discusses peer reference services in a community college library setting and can be of use to librarians implementing peer reference services.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43548304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1108/rsr-09-2022-0050
Kate Pham, Daisy C. Muralles
PurposeThis paper presents a case study for the pilot of a peer-led service model that is centered on fostering student leadership, collaboration and advocacy. The authors, who serve as advisors to the program, discuss the Library's transition to this peer-led model for reference support, outreach, programming and campus engagement.Design/methodology/approachThis case study examines the development and implementation of a new peer-led service at a mid-size public university aimed at centering student success, belonging and empowerment. Authors share practices, strategies and goals for training, onboarding and professional development with emphasis on student advocacy, leadership and retention in the program.FindingsThe authors found that developing the structures and opportunities to foster student-led initiatives and efforts for student success, belonging and engagement has helped the library better connect and engage with diverse student communities on campus.Research limitations/implicationsFindings of this study may be limited at the time this case study is written due to it being a new and developing library student program for reference, outreach and programming.Practical implicationsThe peer-led service model for reference and student engagement presented in this article serves as a case study that may be applicable for those who wish to imagine and develop a student-centered library program at their institution.Social implicationsThis case study may provide an alternative approach useful to those who wish to reimagine and innovate library student programs at their institutions.Originality/valueAlthough there are many peer-led initiatives in academic libraries for outreach and programming, this program explores the approach of fostering student leadership and advocacy within library student roles to lead and facilitate library efforts for campus engagement with structured guidance and support from librarian advisors.
{"title":"Reimagining peer support and engagement","authors":"Kate Pham, Daisy C. Muralles","doi":"10.1108/rsr-09-2022-0050","DOIUrl":"https://doi.org/10.1108/rsr-09-2022-0050","url":null,"abstract":"PurposeThis paper presents a case study for the pilot of a peer-led service model that is centered on fostering student leadership, collaboration and advocacy. The authors, who serve as advisors to the program, discuss the Library's transition to this peer-led model for reference support, outreach, programming and campus engagement.Design/methodology/approachThis case study examines the development and implementation of a new peer-led service at a mid-size public university aimed at centering student success, belonging and empowerment. Authors share practices, strategies and goals for training, onboarding and professional development with emphasis on student advocacy, leadership and retention in the program.FindingsThe authors found that developing the structures and opportunities to foster student-led initiatives and efforts for student success, belonging and engagement has helped the library better connect and engage with diverse student communities on campus.Research limitations/implicationsFindings of this study may be limited at the time this case study is written due to it being a new and developing library student program for reference, outreach and programming.Practical implicationsThe peer-led service model for reference and student engagement presented in this article serves as a case study that may be applicable for those who wish to imagine and develop a student-centered library program at their institution.Social implicationsThis case study may provide an alternative approach useful to those who wish to reimagine and innovate library student programs at their institutions.Originality/valueAlthough there are many peer-led initiatives in academic libraries for outreach and programming, this program explores the approach of fostering student leadership and advocacy within library student roles to lead and facilitate library efforts for campus engagement with structured guidance and support from librarian advisors.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47804118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-08DOI: 10.1108/rsr-10-2022-0054
Annie R. Armstrong, Glenda M. Insua, Catherine Lantz
PurposeThis paper explores the academic reading behaviors of first-year students in an attempt to understand their experiences and develop potential reading interventions to support undergraduate students.Design/methodology/approachResearchers used qualitative research methods to elicit in-depth findings regarding reading behaviors. They interviewed fifteen first-year students who had completed a required writing course regarding their reading habits and used open coding to analyze interviews.FindingsInvestigators discovered that the narrative from national media that students do not read discounts the volume and variety of texts that students regularly interact with in a variety of contexts. Several themes emerged from the interviews: (1) Students like to read in a variety of designated spaces at any time of the day or night, (2) Students prefer reading in print, but mostly read online, and (3) Students reported difficult vocabulary as the most significant challenge in reading academic texts, but also reported emotional concerns regarding reading.Originality/valueWhile previous studies have focused on factors such as format preference and time limitations that influence reading behaviors, this study contributes to the body of research looking at the reading behaviors of college students more holistically, providing new insights informing a range of library interventions to support student success in academic reading. In its use of student interviews, this study offers a student-centered contribution to the literature on student reading behaviors and considers the implications of these behaviors on librarian practice.
{"title":"The reader's way: student process guiding library practice","authors":"Annie R. Armstrong, Glenda M. Insua, Catherine Lantz","doi":"10.1108/rsr-10-2022-0054","DOIUrl":"https://doi.org/10.1108/rsr-10-2022-0054","url":null,"abstract":"PurposeThis paper explores the academic reading behaviors of first-year students in an attempt to understand their experiences and develop potential reading interventions to support undergraduate students.Design/methodology/approachResearchers used qualitative research methods to elicit in-depth findings regarding reading behaviors. They interviewed fifteen first-year students who had completed a required writing course regarding their reading habits and used open coding to analyze interviews.FindingsInvestigators discovered that the narrative from national media that students do not read discounts the volume and variety of texts that students regularly interact with in a variety of contexts. Several themes emerged from the interviews: (1) Students like to read in a variety of designated spaces at any time of the day or night, (2) Students prefer reading in print, but mostly read online, and (3) Students reported difficult vocabulary as the most significant challenge in reading academic texts, but also reported emotional concerns regarding reading.Originality/valueWhile previous studies have focused on factors such as format preference and time limitations that influence reading behaviors, this study contributes to the body of research looking at the reading behaviors of college students more holistically, providing new insights informing a range of library interventions to support student success in academic reading. In its use of student interviews, this study offers a student-centered contribution to the literature on student reading behaviors and considers the implications of these behaviors on librarian practice.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43560367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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