You’ve met them: the students who feel more comfortable in the library than most. They walk in confidently, they know where to find amenities and the section that houses their favorite topic or author, and they have no qualms about approaching a service desk to ask for information or assistance. We love these students! Many of us were these students. What I want to discuss is how we might be able to get more of these students.
I think that these confident, comfortable students feel like they own a little piece of the library in one way or another. They know someone behind the desk, or they contributed in some way to how the library looks or functions, and they truly feel that it is their library. If more students had these opportunities for “ownership,” they would also feel good about using and being in the library.
Some examples of what I mean by “ownership” include but are in no way limited to: interactive displays that ask for input (via Post-It notes, whiteboards, or more digital means like hashtags); being invited to curate and manage displays themselves; comment boxes (in-person or online); student and faculty art galleries or murals; dynamic spaces where students can rearrange the furniture without fear of scolding; or having their input solicited (via social media, in-person ballot box, etc.) on library matters, like naming everything from the repository to the fish. Events, contests, and programming also make students feel more connected to the library; if they attend a casual, fun program in the library space, they will likely feel more comfortable using that space later when they need help with research or a place to study.
There is also an opportunity to give students ownership whenever they feel comfortable enough to reach out and make a specific request. If it is heeded, that is demonstrable proof that a student can have direct impact on the library. (For example, right now, I am working on fulfilling a request from a class representative to install hand sanitizer dispensers in our library. It’s a simple request, but it’s important to these students. When they see the dispensers installed, they will know that they had a direct hand in improving the library for everyone in some way.) Even if a request cannot be fulfilled, assuring the student that their request is being seriously considered and you appreciate their input can make them feel respected, heard, and more comfortable with the library in general.
Some of these examples are reactive, where the library waits for students to say that they want something and then gives it to them (or doesn’t), and some are proactive, seeking students’ input or participation. Both are valid and useful, and a combination of the two would be an ideal approach.
There is, of course, a downside to students feeling too much ownership of the library. For example, they might get territorial about a favorite study carrel or study room, vandalize furniture or other library property, feel too much “at home” and act inappropriately or leave a mess, or get too loud and interfere with others’ use of the space. It is important to maintain a balance where students feel like they belong in the library, but not like they are the only ones who belong there.
How do your students take ownership of your library? Do you actively encourage it? If so, how?