The Class Librarian Web site can be found
at www.lib.uchicago.edu/classlibrarians.
C&RL News, July/August 2007
Vol. 68, No. 7
by Rebecca Starkey and Barbara Kern
Navigating the extensive world of information today can be difficult, and it can be especially challenging for undergraduate students attending large research universities, such as the University of Chicago (UC). While the enrollment of the College of the University of Chicago continues to grow each year, graduate and professional students still comprise approximately two-thirds of our student body. As a result, our libraries are primarily designed to serve and support the research needs of graduate students and faculty. The size of our collections, as well as the organizational structure of the library, can quickly intimidate new undergraduates. Where graduate students and faculty may delight at the prospect of browsing through our millions of print volumes, many undergraduates feel overwhelmed and frustrated by just trying to identify a few books for the paper they are writing.
The Class Librarian Web site can be found
at www.lib.uchicago.edu/classlibrarians.
In order to better serve undergraduates within this environment, the UC Library formed a committee to focus specifically on improving the library experience of our college students. The group, College Instruction and Outreach (CIAO), is composed of reference librarians and bibliographers (subject specialists) from each of our campus libraries. One of the key challenges that CIAO faced was how to reduce our undergraduates’ library anxiety. Even though the library can be challenging to navigate, we found that our undergraduate students are often reluctant to ask staff for assistance. The UC undergraduate curriculum does not focus on research for the first few years. Consequently, most course-integrated instruction occurs in upper-level classes during the third and fourth years of college, leaving students with little formal library instruction when they begin to use the library. There is no mandatory library orientation for incoming students. Since these training opportunities are not required, we found that students may fail to make the important connection that is essential for the successful use of a large research library—meeting a librarian. How do we help students develop a relationship with a librarian early on so that they feel comfortable to seek assistance? Our solution was the Class Librarians Program.1
Program origins
The Class Librarians Program was established in 2002 as a way for librarians to connect with undergraduates throughout their years in the college. The program was derived from the successful graduate and faculty liaison model currently in place at the UC Library.
The library has more than 30 bibliographers who support the research of faculty and graduate students, not only through their collection development responsibilities, but also by providing reference and instruction services in their subject areas. New graduate students are introduced to their bibliographer shortly after arriving on campus, providing them with an opportunity to build a relationship with their librarian that often lasts long after the completion of their PhDs.
The Class Librarians Program provides a similar liaison for undergraduates. Each undergraduate class is assigned a librarian, who acts as its contact for the UC Library. The class librarian volunteers to serve that class for four years, so that students have a consistent person whom they can approach with their questions during their years at UC.
Meet your class librarian
The class librarians are “introduced” to students in a variety of ways. First-year students receive a welcome letter from their class librarian in an orientation package, which is distributed the summer before they arrive on campus. Even while still at home, incoming students can contact their librarian about work-study positions, library instruction sessions, and other concerns.
Upon arriving on campus, students have the opportunity to meet their librarian in person during workshops and tours that the library offers during fall orientation.
Contact form for the class librarian of 2008.
Internet services such as e-mail and Web pages are another way to build the relationship between students and their class librarians. The class librarian Web site includes photos and contact information for each librarian, as well as information for their undergraduate class. The site is updated regularly to guide students to the various library resources and services they need at each specific point of their education. For instance, first-year students can locate information about course reserves, while third year students can find information about how to use electronic resources when studying abroad. Such customized content is also used in e-mails to students. The librarians use a university electronic list, which allows them to easily distribute an e-mail to their entire class. About once a quarter, e-mails are sent to remind students about library services or to notify them of programs or workshops. The Class Librarian for the senior class, for example, may notify students that research help is available if they are writing a BA paper:
Hi, have you started thinking about your BA paper? Let me know if you would like some help locating resources, conducting searches (of the catalog or a database) or even just figuring out where to start your research. You can contact me via e-mail or by phone—or even just drop by!
In addition to serving as reminders, the e-mails present students with an easy opportunity to ask a question—all they have to do is hit “reply.” As one student wrote, “It’s a blessing that you emailed. I’ve been having problems with how to come up with a ‘research methodology’ when I begin my research . . .” Most e-mail solicitations from the class librarians result in several immediate questions from students on a variety of topics.
In cases where the class librarian cannot answer a question, he or she will forward the message to the appropriate staff member or bibliographer. Questions about fines, for instance, would be brought to the attention of the library’s Circulation Department. These referrals not only ensure that students receive the best service possible, but also broaden their understanding of the various library staff members who are available to assist them.
For example, a class librarian who was helping a student working on a paper about teacher assessment in public schools wrote: “We also, however, have a librarian who specializes in education. If you would like to meet with her, I can help you get an appointment.” The student was previously unaware that the library had subject specialists, and as a result of this correspondence, quickly requested a research consultation with the education bibliographer.
Reaching beyond the Web
The class librarians’ outreach is not limited to the Internet, however. The program is prominently featured each year in our annual College Library Guide and advertised on bookmarks that are distributed at various undergraduate events. Library programs for undergraduates are hosted annually by the class librarians, including study breaks or exhibition showings in our Special Collections Research Center. Additionally, the class librarians meet with various college departments and administrators, such as the career resources center and undergraduate advisors, to build awareness of the program throughout the university.
Conclusion
Overall, the response to the Class Librarians Program has been very positive. A June 2006 survey of graduating college students revealed that 89 percent of the respondents were aware that they had a class librarian. While not all of these students contacted their class librarian for research assistance, we believe the program has been an effective and innovative way to introduce students to the UC Library and their librarian. In the words of one graduating student: “The library and the class librarian are awesome.”
We continue to look for other means for reaching students and improving the program. In the fall of 2006, we began using Facebook accounts and instant messaging to communicate with our classes. Our hope is that by building these relationships early in their college years, our students will continue to see their librarians as resources—should they continue on to graduate programs or as they move into their future careers.
Note
1. To learn more about the program, visit the University of Chicago Class Librarians online at www.lib.uchicago.edu/classlibrarians.
Rebecca Starkey is reference librarian and instruction services specialist, e-mail: rstarkey@uchicago.edu, and Barbara Kern is codirector, Science Libraries Division, bibliographer for astronomy, astrophysics and technology, e-mail: bkern@uchicago.edu, at the University of Chicago Library
© 2007 Rebecca Starkey and Barbara Kern