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Reframing Reference for Marginalized Students: A Participatory Visual Study

Reference and user services quarterly, 2019-03, Vol.58 (3), p.162-176 [Peer Reviewed Journal]

2019 American Library Association ;COPYRIGHT 2019 American Library Association ;COPYRIGHT 2019 American Library Association ;Copyright American Library Association Spring 2019 ;ISSN: 1094-9054 ;EISSN: 2163-5242 ;DOI: 10.5860/rusq.58.3.7044

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Title:
Reframing Reference for Marginalized Students: A Participatory Visual Study
Author: Tewell, Eamon
Subjects: Academic libraries ; Analysis ; Classism ; College students ; Design services ; Education, Higher ; Educational research ; FEATURE ; Forecasts and trends ; Higher education ; Historical text analysis ; Images, Photographic ; Information seeking behavior ; Information services ; Librarians ; Minority students ; Photography ; Qualitative research ; Reference services ; Reference services (Libraries) ; Students ; Surveys ; University and college libraries ; Visual education
Is Part Of: Reference and user services quarterly, 2019-03, Vol.58 (3), p.162-176
Description: How can academic librarians improve reference services for marginalized students? How can research into such questions center students’ ideas and experiences? This study uses Photovoice, a participatory method that combines photography, interviews, and group discussion to create change regarding an issue. Eleven university students from historically marginalized backgrounds were asked to document how they seek information in their everyday activities, and the resulting themes and recommendations were considered in light of potential implications for the design of reference services. Notable findings include participants’ preference for in-person support regarding questions about their academic work, the use of visual information such as pictures and screenshots to aid information seeking, and a desire for the library to improve the ease of accessing articles. Many additional ideas for improving various aspects of the library were shared by participants. The study’s process and findings underscored the uniqueness of participants’ experiences and information practices, suggesting that universal models concerning different user populations can overly simplify experiences and are less useful than a contextual approach to working with learners.
Publisher: Chicago: American Library Association
Language: English
Identifier: ISSN: 1094-9054
EISSN: 2163-5242
DOI: 10.5860/rusq.58.3.7044
Source: Free E Journals
ProQuest Central

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Reframing Reference for Marginalized Students: A Participatory Visual Study

2019 American Library Association ;COPYRIGHT 2019 American Library Association ;COPYRIGHT 2019 American Library Association ;Copyright American Library Association Spring 2019 ;ISSN: 1094-9054 ;EISSN: 2163-5242 ;DOI: 10.5860/rusq.58.3.7044

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