WILU 2024

In our welcome materials, libraries regularly emphasize help they can provide and encourage students to use our services. Yet, studies show that this is not enough. While help/seeking is linked with academic performance, it is also complex and feels risky, especially for minoritized and first/generation students. This session shares results of a qualitative study which suggests that explicitly sharing feeling aspects of information challenges common to the transition to college followed by invitations to metacognitive thinking result in signs of openness to help/seeking. This presentation will include time for participants to discuss applications in their home contexts.