Purpose & Goals

As the type of information that students are seeking has been radically impacted by social, demographic, economic, and technological changes, librarians find themselves increasingly required to master an expanded array of nonacademic information skills; alongside supporting students with academic and research-based inquiries. Even with orientation programs and first year experiences or courses that introduce how to navigate college structures, students still may not know what programs and assistance are available to them nor how to access them, thus impacting their well-being in addition to their academic success. These barriers to success, which existed prior to but have been exacerbated by the COVID-19 pandemic, are particularly relevant to first generation and lower socioeconomic status students, a group who are disproportionately served by community colleges. Our research team has coined a novel term to describe this increasingly urgent phenomenon: College fluency—the knowledge and abilities enabling students to effectively access, and utilize, and advocate for needed college services and resources. This IMLS-funded research initiative explores how leaders, faculty, and staff members both within and outside of the library respond to students’ non-curricular inquiries, how familiar they are with the services provided by other offices, and how they receive feedback and data to determine if students have received proper support.

Design & Methodology

To gain a comprehensive insight into students' needs regarding college fluency and explore effective ways libraries can support them, our project employs a mixed methods approach. We began our study by conducting three qualitative case studies, examining multiple college fluency programs at institutions across different geographic regions, one of which was Sinclair Community College.. The case study interviews were designed to investigate various factors influencing the development of college fluency, explore the experiences of librarians involved in crafting relevant programs, as well as the criteria utilized to assess their success and impact. Two analysts collaborated to analyze the interview transcripts, engaging in a comprehensive open-coding process to establish a thematic codebook. They conducted a thematic analysis using NVivo to analyze interview transcripts and report case study findings. The case study findings offered iterative, on-the-ground insights that informed our subsequent phase: a nationwide survey. We are in the midst of administering this national survey involving community college librarians, among those in other student-facing roles across the college to assess their own college fluency abilities, and delve into their approaches to and perspectives on fostering college fluency among students. The survey instrument also draws on the input from our team of project advisors. We tested the instrument via cognitive interviews with six individuals in the survey population to ensure the questions are clearly and consistently understood by respondents in a variety of roles and institutional contexts. Our sample includes a random drawing of 5000 individuals, and we expect 500 to 1,000 respondents after the survey has closed in early April.

Findings

The case study findings shed light on the goals of college fluency initiatives, such as librarians’ efforts to connect with student spaces, build relationships across college, and create a welcoming and inclusive environment on campus. Moreover, they delve into multiple challenges that disrupt the success of these programs (e.g., low levels of engagement, impacts of the COVID-19 pandemic, and staff turnover) and critical factors in effectively cultivating a culture of college fluency on campus (e.g., fostering collective responsibility and assessing success). We anticipate concluding our national survey in early April, with findings expected to be publicly available by July 2024. We anticipate sharing with attendees the findings from our case studies and survey to highlight applicable ways in which their own libraries can assess and expand their own college fluency capacity. Between case study and survey findings, we are confident that we will have impactful recommendations for the library community.

Action & Impact

Findings from the case studies and this novel national survey will directly support the development of actionable recommendations and steps for librarians to enhance college fluency initiatives, foster collaboration between departments, and provide professional development opportunities to enhance the skills and knowledge of one’s own college fluency. To do this, the findings of this research initiative will guide a workshop series aimed at strengthening librarians’ skills and knowledge of college fluency, directly benefiting the material well-being of underserved students, and empowering librarians to contextualize the findings within their own communities. Attendees will be one of the first recipients of this newly developed workshop, and will depart with a list of potential collaborators and actionable next steps for enhancing college fluency initiatives on their campuses.

Practical Implications & Value

We expect the academic library community to be able to turn the project’s actionable findings into practice. Academic librarians will gain insight into assessing students’ non-curricular needs and the role that college fluency may play in enhancing student success and overcoming barriers to persistence. Librarians will be able to build on potential models identified in the project findings to partner on college fluency initiatives and institutional efforts to address students’ holistic needs. Student success can be greatly enhanced through collaborative efforts across departments, particularly between student affairs and the library. These coordinated strategies are especially valuable for students facing challenges navigating complex institutional structures, such as first-generation students, English language learners, and returning adult learners.

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