HOW TO MANAGE A STUDENT-CENTRIC LIBRARY SERVICE FOR NONTRADITIONAL USERS
Seamus Scanlon
The Center for Worker Education (CWE) in New York City offers a BA in interdisciplinary studies, a BS in early childhood education, and an MA in studies of the Americas. It was established in the 1970s by the trade unions in New York so that members could attend college in the evenings and on weekends. Traditional college undergraduate courses in the main are daytime affairs, which creates barriers of access for workers who wish to acquire a college education. Once they are in the world of work with multiple financial and other commitments, the daytime regime of most college courses is a major impediment because it would mean eschewing their income to attend classes.
Thus the ethos of CWE from the 1970s was fashioned by the nontraditional student intake. The demographics of the intake cohort has widened from the original union membership and been augmented by homemakers, part-time workers, retirees, and others with fractured school attendance. Classes are still scheduled for the evenings and Saturdays to facilitate their schedules.
CWE STYLE
The emphasis at CWE is close attention to student needs, whether in the classroom, in advising sessions, or in the corridors where faculty, staff, and students encounter each other on a daily basis. The physical layout of the institution (seventh floor of the Cunard Building in Lower Manhattan) and scale of operations (ten faculty, seventy adjuncts, and 750 students) make it much easier to establish bonds between faculty/staff and students. Individual attention is the essence of the CWE style (as I brand it) and is palpable from all staff: front of desk, security, custodians, advisors, faculty, adjuncts, chair, dean, and, since 2008, librarian. When I started as that librarian, I adopted the “style,” and it blended naturally with the student-centric library style I was able to implement.
TYPICAL PROBLEMS FACED BY NONTRADITIONAL STUDENTS
Students at CWE face problems typical of nontraditional students anywhere:
KEYS TO DEVELOPING A STUDENT-CENTRIC STYLE
Immediate Resolution of Problems
Whether the library is confronted by minor issues (uncomfortable seating) or serious issues (information technology, off-campus access, printing, etc.), the key to solving the problem is often the resolve of the librarian. Once the student-centric ethos is in effect, proactive and quick-response service is self-perpetuating. One feeds the other.
Any issue that impedes students’ learning experience detracts from their rights as fee payers expecting a premier service; it also tarnishes the standing of the library and parent institution. The converse is also true in that rapid response to any issue unblocks barriers quickly, adds to the air of competence and professionalism in the library, and generates goodwill among students, who know that when issues arise they will be resolved. One needs to prioritize issues, of course; information technology generally outweighs seating comfort, for instance, but resolution of all issues contributes to the quality of the student-centric service.
Welcoming Atmosphere
Promote a conducive learning environment for students who may be anxious about their nascent library skills. Supply positive reinforcement of students’ developing skills, demystify the research paper process, and treat students as equals in the learning process.
Individual Attention
One-on-one training and individual interaction are always the optimum route for novice library users. Working through an issue with a student in an individual tutorial session has more effect than, for example, performing the catalog search for them or expecting them to follow verbal explanations. Although more time consuming, personal training reaps great benefits, including giving students immediate reinforcement when they see they can perform a task effectively and efficiently. This boosts their confidence, which in turn makes them more adventurous and more willing to explore other databases and resources.
Special Attention
Some older students may have little skill with computers, e-mail, and the array of user name and password combinations for access to blogs, Blackboard, and the institution’s portal as well as the more mundane negotiation of Microsoft Office applications or the Statistical Package for the Social Sciences—all needed to complete assignments efficiently. This means you have to give them more help and over an extended period. These issues fall outside the usual remit of library service, but it remains part of the information stream so at CWE we provide help with any software issue that is raised.
Repeat Business
We encourage repeat visits by telling students to be certain to come back if they have a problem. We hand out business cards, tell them to contact us, and respond quickly to messages left by e-mail or phone. Once students sense that they are welcome in the library, they tend to return often.
WHY A STUDENT-CENTRIC APPROACH WORKS AT THE CWE LIBRARY