Utilising an Appreciative Inquiry and Context Personalisation Design: A New Model for Library Student Workers

Abstract

Academic libraries have long employed student workers to assist with routine tasks, creating beneficial outcomes for both the student and the library. Traditionally, these tasks primarily consisted of checking in/out materials, shelving books, and monitoring the library; however, libraries have also started allowing students to assist in a peer-reference capacity. This article details how academic libraries can create a major aligned, student-centric, and personalised student worker program. This approach is a significant change from the task-oriented, library-centric design that is currently used in many academic settings. This case study describes how an academic library can work with student workers, employed, and voluntary, who from the initial interview, are provided with an individualised program design, library instruction, and mentoring while contributing to the greater mission and vision of the library.

Keywords:

• Library student workers
• appreciative inquiry
• context personalisation
• information literacy
• library student employment

Acknowledgements

The authors would like to express appreciation to Mr. Tracey J. Hunter Hayes, Ms. Monifa Carter, Ms. Rejoice Scherry and Mr. Mark Harris for their assistance with the Library Scholar pilot program.