I was asked an actual reference question in the frozen food aisle of Wal-Mart last Friday night. True story.
In my previous post I rambled on about our need to ask questions and how that all plays out in the world of reference librarians. One of the things I focused on was that a lot of times students find it difficult to approach the librarian at a reference desk. There are all kinds of hypotheses that have been studied as to why this happens. Summary – it happens. Library anxiety is a real thing. Asking questions about things that you don’t know about can be difficult.
Knowing all of that makes having a student ask you a question in the frozen food aisle very exciting. File this one under #smallvictories.
Working and teaching at a small, faith-based institution has been an eye-opening experience for me. The idea of faculty members interacting with students beyond disseminating information and assessing students had not really been a part of my college experience at two state universities. Honestly, it never occurred to me that my professors might actually want to talk to me or be concerned about me beyond what happened during 50 minutes of classroom lecture. If that didn’t occur to me back then, it certainly never occurred to me that there was a librarian on a college campus who would be researching ways that he or she could help me search for information. As my dad says, “Who would’ve thought it?”
All that to say – I get it.
In some ways I can double as my own research subject. It makes sense to me that students don’t realize that librarians are ready, willing, and capable of helping them with their research. After all, when I was them I didn’t know about me either.
So why in the world would a student feel like he could ask me a question about finding research on teacher turnover in the middle of the frozen food aisle on a Friday night? Simple. He had already met me in one of his classes earlier that week.
In all of our research about the information seeking behaviors of students, we have found something that seems to help – face-to-face library instruction. A 2003 study showed that classroom library instruction increased the “demand for reference services.” The correlation seems fairly obvious to me – meeting the librarian in your classroom helps to establish a librarian/student rapport. In his research into student perceptions of their professors caring about them, Steven A. Meyers concluded that “caring is a powerful teaching tool.” And while that’s probably not earth shattering news to you today, I must admit that making sure the students know that I care about them isn’t always the first thing on my mind when I start planning my one-shot library instruction. It’s not that I don’t ever think about it – it’s just that I usually have a limited amount of time with them and it is easy for me to get caught up in all that I want to teach them in the next 45 minutes.
So how do I work to build that rapport with students? One study found that 51% of students knew they could meet with a librarian because their professor suggested it. Thirty-seven percent knew it because a librarian had talked to them in class about it. The key to librarians establishing rapport with students seems to be partnerships with faculty and classroom library instruction. I’m so grateful for the relationships that I have with our faculty on this campus and their willingness to allow me to teach their students about the information in their disciplines (and hey, if we haven’t worked together before, let this be your gentle nudge). The spring semester is usually jam-packed with library instruction sessions and I love every minute of it.
I’ve jokingly told faculty that even if the only thing that a student gets out of my library instruction is that I have a name and I’m here to help them with their research that I consider myself successful. Of course that’s not all I hope they get – I’ll talk more later about how information literacy is crucial to educating the whole student and creating life-long learners. The truth is that I hope they get much more than just my name – but even if they don’t, it does seem to be a step in the right direction.
What about you? How do you build a rapport with students?