When Leadership Falls Short: The Crisis of Care in Library Work
Posted on in Blog Posts
Student Research Appointments
Discovering Ways to Alleviate Imposter Syndrome and Library Anxiety for First-Year, First-Gen Students
Posted on May 27, 2025 in Blog Posts
Authors:
Dominique Dozier
In academic librarianship, our professional identities are often shaped by the day-to-day tasks we perform: teaching information literacy, collection development, outreach, virtual or in-person reference, liaison duties, committee commitments, and professional development. The list goes on. I have worn these tasks like badges of honor, always attempting to make myself more visible, more available, and more helpful. However, in the midst of it all, I’ve developed a deep appreciation for a particular aspect of my role as a student success librarian.
One of the highlights of my work is my involvement with our LEAD Scholars Program, which supports first-year, first-generation, and transfer students in their Critical Thinking and Writing I/II courses. Through this program, I am deeply involved in information literacy instruction, which takes place once in the fall quarter and is followed by a session in the winter quarter. These sessions are typical one-shot classes, where I am provided the full class time for either a library orientation or a tailored session focused on research projects.
First Touchpoint: Information Literacy Instruction
For many LEAD students, these information literacy sessions are their first point of contact with the library. During these sessions, I promote the resources, services, and support that the library offers—services they can benefit from during their first year and beyond. In Teaching First-Year College Students (2019) Maggie Murphy explains the importance of setting the right tone at the beginning, as this first impression of the library can significantly influence how students engage with and perceive the library moving forward.
My goal is to share all the ways students can use the library, providing them with as much information as possible. This helps alleviate any library anxiety or imposter syndrome feelings they might experience while also creating a sense of belonging and community.
Infusing Cura Personalis in My Role
As I approach my third year at a Jesuit institution that values cura personalis—the care of the whole person—I’ve come to appreciate how this value shapes my approach to supporting students. Cura personalis has deeply influenced how I conduct my research appointments with students.
For example, I’ve found that offering 30-minute research appointments is the most effective. If students have to book hour-long sessions, they can become deterred due to the time constraints of a fast-paced quarter system. By keeping appointments short and focused, I can better meet students’ needs without overwhelming them.
The Check-In and Check-Out Approach
I’ve also structured my research appointments to include a “check-in” and a “check-out.”
Check-In: Building Trust and Alleviating Anxiety
The check-in happens immediately when students walk through the door or join the Zoom session. I begin by asking, “How are you? How’s the quarter going for you?” This simple yet effective question often catches students off guard, as they are unsure what to expect from the appointment. I can usually see the anxiety on their faces as they enter or log in. After asking this question, I often notice a sense of relief.
This initial conversation is my technique for alleviating library anxiety. I want students to understand that cura personalis is interwoven into all aspects of their educational journey, even in a brief 30-minute research consultation. Additionally, this approach allows me to listen to their experiences and offer campus resources that might help them.
Check-Out: Reaffirming Support and Building Confidence
The check-out is a quick summary of what we discussed. It serves to reiterate key points from the session and ensure that any challenges or questions they had were addressed. The check-out is essential because it allows me to reemphasize the importance of using the library and meeting with a librarian. I also use inclusive language, drawing on strategies I learned in a the Inclusive Teaching for Equitable Learning course from the Association of College and University Educators (ACUE). By expressing confidence in students’ abilities at the end of the session, I ensure they leave empowered and with a lasting impression of the support the library provides.
Building Inclusive Learning Environments
Through information literacy sessions, librarians can play a crucial role in alleviating library anxiety for first-year, first-generation students. By sharing the resources and services available to them, we provide vital support right from the start. From initial instruction sessions to one-on-one research appointments, we have the opportunity to foster inclusive learning environments—ones that show care for the whole student with simple practices like check-ins and check-outs.
About the author:
Dominique Dozier (she/her) is the Student Success Librarian at Santa Clara University (SCU) in Santa Clara, California. She serves as the liaison for several academic areas, including Sociology, Psychology, Ethnic Studies, and Gender & Sexuality Studies. Dominique also works closely with the LEAD Scholars Program, supporting first-generation, first-year, and transfer students in the Critical Thinking and Writing I/II classes. In 2024, Dominique was selected as a member of the ALA Emerging Leaders cohort and has been honored with the Cedric Busette Memorial Award by the SCU Ethnic Studies Department for her outstanding contributions. Her research interests focus on inclusive pedagogy, as well as the retention and advancement of BIPOC professionals in Library and Information Science (LIS).
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