scholarly journals Redefining Student Success in the Academic Library: Building a Critically Engaged Undergraduate Engagement Program

2020 ◽  
pp. 6-25
Author(s):  
Teresa Helena Moreno ◽  
Jennifer M. Jackson
Keyword(s):  
Student Success ◽  
Academic Library

scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

scholarly journals The Impact of the Academic Library on Student Success: Connecting the Dots

2016 ◽  
Vol 16 (2) ◽  
pp. 373-392 ◽  
Author(s):  
Angie Thorpe ◽  
Ria Lukes ◽  
Diane J. Bever ◽  
Yan He
Keyword(s):  
Student Success ◽  
Academic Library ◽  
Connecting The Dots ◽  
The Impact

scholarly journals 'Pākēhā Librarianship at the Interface': Being an ally in Māori student success through teaching and learning information literacies

2021 ◽  
Author(s):  
◽  
Alexander J. R. Ritchie
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Student Development ◽  
Teaching And Learning ◽  
Culturally Relevant ◽  
Academic Library ◽  
Student Diversity ◽  
Future Research ◽  
Science Students ◽  
Mutual Respect

<p>Research problem: Emerging from significant bicultural change within Aotearoa New Zealand libraries in the past 25 years, this research examines and attempts to implement an relationshipbased, culturally relevant approach to teaching and learning information literacy in an academic library, building on an approach outline by Roy, Lilley and Luehrsen (2011). Methodology: This exploratory study employed an action research methodology and was conducted within the Division of Sciences at Otago University. It sought to consult Māori staff and senior postgraduates, and then develop a teaching intervention for undergraduate Māori science students, then evaluate it with them. Weaving a research framework incorporating Kaupapa Māori theory, Research at the Interface, & Pākēhā as Ally of Tino Rangatiratanga, it was planned in three stages; observe & plan; act; and evaluate. Results: Only the initial stage was able to be carried out due to time constraints.Preliminary findings cover six main themes addressing student support and information literacy teaching with undergraduate Māori science students, including: the challenges of 'crossing the library threshold' and sustaining student engagement, developing ongoing relationships of integrity and reciprocity in the library, holistic student development and recognising student diversity, and finally culturally-relevant teaching for effective learning. Reflections on researching as pākēhā with Māori staff and students at in university context, and noted the importance of timing and place in supporting Māori students, and the need for relationships of integrity and mutual respect enabled by ongoing communication. Implications: Academic libraries can improve support for Māori student success at University, and pākehā librarians must take a role supporting this work. Culturally-relevant models of teaching and learning information literacy, combined with attention to developing relationships of trust, reciprocity and mutual respect, may improve Māori student success and support development of both library staff and relevant, effective library services. Future research could examine the use of storytelling and song in 'interface' information literacies teaching and learning as well as investigating mixed methods evaluation of this approach, and explore cross-cultural rituals of encounter in the library.</p>

Evaluating Academic Library Outreach to Determine Return on Investment for Student Success

2019 ◽  
Vol 59 (4) ◽  
pp. 359-372
Author(s):  
Ariana Santiago ◽  
Emily Vinson ◽  
Mea Warren ◽  
Ashley Lierman
Keyword(s):  
Student Success ◽  
Return On Investment ◽  
Academic Library

Academic Library Spaces: Advancing Student Success and Helping Students Thrive

2017 ◽  
Vol 17 (2) ◽  
pp. 389-402 ◽  
Author(s):  
Mary Ellen Spencer ◽  
Sarah Barbara Watstein
Keyword(s):  
Student Success ◽  
Academic Library

scholarly journals Ending the Silence: Utilizing Personal Experiences to Enhance a Library Mental Health Initiative

2019 ◽  
Vol 4 (2) ◽  
pp. 3
Author(s):  
Sabrina Thomas ◽  
Kacy Lovelace
Keyword(s):  
Mental Health ◽  
Student Success ◽  
Academic Library ◽  
Wellness Programs ◽  
American Library Association ◽  
Annual Conference ◽  
Health Initiative ◽  
Marshall University ◽  
Personal Experiences ◽  
And Gender

This article summarizes a panel presentation given at the American Library Association Annual Conference in Washington D.C. (June 22, 2019). The panel consisted of Sabrina Thomas, research and instruction librarian at Marshall University; Leah Tolliver, director of wellness programs and the Women’s and Gender Center at Marshall University; C. Michelle Alford, senior library IT consultant at Marshall University; and Kacy Lovelace, research and student success librarian at Marshall University. Tenikka Phillips, EAP coordinator at Cabell Huntington Hospital, worked extensively on the project but was unable to take part in the panel presentation. The following is a conversation between Sabrina Thomas and Kacy Lovelace discussing how their own personal experiences with mental health challenges and trauma served to enhance the mental health initiative in their academic library.

scholarly journals Student Success and the Neoliberal Academic Library

2016 ◽  
Vol 1 ◽  
pp. 10-23 ◽  
Author(s):  
Ian Beilin
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Information Literacy ◽  
Academic Library ◽  
Career Goals ◽  
Intellectual Freedom ◽  
Academic Librarians ◽  
Definition Of ◽  
The University ◽  
Support Students

Academic librarians are committed to promoting student success, and information literacy instruction plays a key role in this mission. But the definition of student success is narrowing as the university aligns itself more with neoliberal mandates. Librarians committed to social justice and to basic library values of openness, privacy, and intellectual freedom must increasingly resist this recasting of student success. How can a critical library praxis encourage and support students’ academic and career goals but still remain faithful to the struggle against the system of inequality and oppression that enables success? This article shows how closely linked the idea of success is today to neoliberal imperatives in higher education. It briefly traces the evolution of neoliberalism in higher education and describes and critiques the hallmarks of the neoliberal academic library. It suggests that within the current constraints imposed on them, students can both learn important skills and knowledge to advance themselves and also become better equipped to use those skills and knowledge to challenge and undermine that system and build a better world. Librarians can and must be facilitators of both kinds of success.

scholarly journals Preparing the Underprepared: Current Academic Library Practices in Developmental Education

2009 ◽  
Vol 70 (2) ◽  
pp. 142-156 ◽  
Author(s):  
Ann Roselle
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Developmental Education ◽  
Academic Library ◽  
Developmental Students ◽  
Learning Centers ◽  
Telephone Interviews ◽  
Library Anxiety ◽  
Library Skills ◽  
Library Collections

This qualitative study examines academic libraries and developmental education. The study was based on semistructured telephone interviews with 31 librarians from 21 states. Interview questions focused on instruction services for developmental students, library collections for developmental students, collaboration with developmental education instructors and learning centers, and professional development related to developmental education. Analysis of the results shows that librarians apply sound pedagogy when infusing basic library skills into developmental education and academic success courses, design assignments with high probability of student success, reduce library anxiety and build student confidence, and develop and promote library collections beneficial to developmental students.

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