Better together: experiential learning in peer-led research services

Abstract

Purpose

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

Design/methodology/approach

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Findings

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Originality/value

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

Citation

Graewingholt, M., Cornforth, J. and Parramore, S. (2023), "Better together: experiential learning in peer-led research services", Reference Services Review, Vol. 51 No. 2, pp. 151-170. https://doi.org/10.1108/RSR-09-2022-0043