DOI
https://doi.org/10.25772/3448-VR83
Author ORCID Identifier
0000-0003-3185-6111
Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Lisa M. Abrams
Second Advisor
Elizabeth Bambacus
Third Advisor
Michael Broda
Fourth Advisor
Ross Collin
Abstract
To effectively support first-generation students, academic libraries must understand their needs. However, limited library research has been conducted into how these students, who often embody multiple structurally disadvantaged identities, perceive and use academic libraries or how their intersecting identities manifest in differing library needs. This study aimed to build understanding of first-year first-generation students’ perceptions and use of academic libraries. To do so, the researcher used an explanatory sequential mixed-methods design. First-year first-generation students at Virginia Commonwealth University were surveyed using Winkler and Sriram’s (2015) Academic Capital Scale and Anwar et al’s (2012) AQAK: Library Anxiety Scale for Undergraduate Students. Cluster analysis was used to identify subgroups of students and explanatory interviews followed with demographically representative informants drawn from each cluster. Two clusters emerged exhibiting distinct means on each subscale variable. Interview data generally supported and explained the quantitative differences between the clusters. University Navigators tended to have less anxiety related to navigating college and using the library. This was borne out by the interview data, where cluster members tended to trust campus employees for college-related information, had confidence in their ability to succeed in college, and had had greater exposure to library instruction during their first year. Alternative Wayfinders tended to have more anxiety related to navigating college and using the library. Cluster members who participated in interviews were less aware of college support services and had had less exposure to library instruction. They also tended to turn first to family and peers for help with college tasks. They held mostly positive perceptions of library staff and were frequently able to coach themselves through feelings of being overwhelmed by information. Additionally, Alternative Wayfinders often had more financial worries. Key recommendations stemming from these findings include creating wayfinding and instructional signage, celebrating minoritized racial identities in library collections and displays, making library staff more findable, empowering students to serve as experts for their peers, and emphasizing student perspectives when promoting the library.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
3-29-2025