Peer‐ing into the information commons: Making the most of student assistants in new library spaces

Abstract

Purpose

This instructive study intends to demonstrate the value of investing time and training in the development of student workers who are able to perform higher order tasks like reference work in academic libraries, specifically, the information commons. This practice will provide more time for librarians to devote to more advanced reference queries, instruction, collaboration, outreach, and collection development.

Design/methodology/approach

The approach to determining the value of time spent training student assistants included a literature review, surveys of librarians and staff from a variety of academic libraries, and group discussions at three conferences.

Findings

The literature review conducted prior to the collection of survey data showed fairly consistent opinions regarding the value of student assistants working at the reference desk. The survey data collected in the study showed that the majority of librarians have a favorable opinion of the ability of student assistants, when well trained, to answer basic reference questions.

Research limitations/implications

The survey used for this study is designed to gauge opinions and attitudes from librarians and library staff. Questions included in the survey are primarily demographic or open‐ended. The survey is distributed using a variety of e‐mail lists and social networking tools. In total, 90 survey responses are received, and a larger sample size may be preferable to more long‐term, in‐depth study of this topic.

Originality/value

The study summarizes and further contributes to the existing body of research about student workers in academic libraries. Readers will find a summation of training methods, core competencies, and best practices to help them to fully utilize student workers in new ways.

Citation

Stanfield, A.G. and Palmer, R.L. (2010), "Peer‐ing into the information commons: Making the most of student assistants in new library spaces", Reference Services Review, Vol. 38 No. 4, pp. 634-646. https://doi.org/10.1108/00907321011090773