Book Reviews

Fostering Student Success: Academic, Social, and Financial Initiatives. Sigrid Kelsey, ed. Chicago, IL: ALA Editions, 2022. 208 pp. Paperback, $59.99, (978-0-8389-3829-4)

As a Student Success Librarian, I am heartened to see this book and its focus on the many ways that libraries can help college students succeed in an academic environment radically altered by current events such as “the pandemic, racial justice movements, and changing student demographics” (p. ix). As noted in the introduction, Fostering Student Success focuses on how college and university librarians can support students academically, socially, and financially. Vulnerable student groups are the focus of many of the chapters—that is, students who may have challenges such as racism, childcare difficulties, financial problems, or other barriers to overcome. These vulnerable populations, according to the American College Health Association, include Black, Latinx, Native American and First Nation, Asian American, first-generation low-income, LGBTQ+, international students, unauthorized students, disabled students, and any number of intersectional groups. These students have been identified as being especially affected by the pandemic (pp. ix–x).

It may seem daunting to try to address the potential issues that these students may be coping with. Fortunately, the contributing authors provide a wealth of suggestions and solutions.

The text is separated into three parts. Part I, “Support in Rapidly Changing Learning Environments,” addresses permanent changes libraries will need to make in order to assist students in an academic environment that is constantly in flux. Part II, “Programming That Fosters Inclusion,” provides ideas for outreach events that encourage inclusion and equity. Part III, “Libraries Providing Financial Support,” looks at how libraries can remove physical and financial barriers that can keep students from succeeding.

All three sections acknowledge that academia has been irrevocably changed by the events of the past couple of years and recommend changes that libraries must make in order to support students on an academic level in this new context. Joyce Garczynski of the Towson University (Maryland) library created a makerspace geared toward providing access to the tools and skills needed to succeed in data careers. This effort responded to the university’s recognition that COVID-19 aggravated the extent to which Latinx and Black college students lacked access to reliable, high-speed internet and digital technology.

In another case study, Chicago State University’s Rosalind Fielder-Giscombe and Gabrielle Toth write about supporting remote learners through remote, direct, face-to-face services. Their unique student body, which is about 68 percent African American and 10 percent Hispanic (52), could easily be considered a vulnerable population, and the students benefited from the library’s efforts to transform reference services into high-touch experiences. At Rowan University, a public university in New Jersey, COVID-19 aggravated ongoing inequities at the institution due to economic stratification. While the university already emphasized open education resources (OER) and open access (OA) materials, the pandemic forced the library to move to remote learning. Librarians partnered with other university units to change the nature of their workshops and learning communities. Moving to virtual models allowed for students to remain more connected to the institution and its three libraries.

Part II, “Programming That Fosters Inclusion,” focuses on innovations that benefit those who are in traditionally marginalized groups. Kristina Clement takes a look at first-generation students at the University of Wyoming (UW) who are “disproportionately affected by the lack of access to information in rural areas of the state” (p. 72). When rural first-generation students start college, they can be overwhelmed by their sudden access to such a wealth of information. To help these first-generation students, the UW libraries instituted the First Gen Scholars program in conjunction with the Librarian-in-Residence service, helping students navigate the sudden onslaught of information privilege.

Tariana Smith focuses on how empathy, support, and access should serve as foundational tools that all academic libraries should utilize when incorporating programs and attempting to create an inclusive culture. Jason Coleman, Lis Pankl, and Leo S. Lo take a similarly global look at how different libraries are involved in campus-wide efforts to tackle the well-being crisis affecting minoritized students, a crisis that, while already made precarious due to systemic racism, has been worsened by the COVID-19 pandemic.

Part III explores how different libraries have removed financial barriers and enabled students to continue learning. Zara Wilkinson writes about the Open and Affordable Textbooks (OAT) program at Rutgers University. While the program was initially launched in 2016, it became more crucial due to the COVID-19 pandemic, which worsened the digital divide and unemployment rates. Jonathan Roy Wilson discusses how the need to conquer the digital divide in Appalachia led to a partnership between the library, information and technology services, the dean of students, and student life and enrollment at East Tennessee State University. The Lending Technology and Personal Librarian Program proved to be successful, even as it highlighted the need for increased support for a number of students. In a case study focusing on California State University, Los Angeles, Paizha Stoothoff writes about how nontraditional and historically underserved undergraduate students are offered paid work in the library, to the benefit of all.

While not every case study in this book may apply to a particular library’s situation (some libraries may not be in the position to assemble large teams to execute initiatives, for example), there are ideas aplenty to inspire library personnel and assist their student patrons. For example, Heather VanDyne and Rachel Koszalka focus on challenges posed by the pandemic and how they affected rural community college students, yet their research can certainly apply to challenges facing students in similar straits in different environments.

Some of the solutions require the infusion of funds, which are in short supply for many institutions. However, Kelsey and contributors also describe successful initiatives that do not require libraries to rely on grants, funding from their institutions, or the use of money previously earmarked for employee lines deemed no longer necessary. The most useful chapters are those that acknowledge that things have, indeed, changed in the face of the pandemic. Some chapters are written about initiatives that took place before the struggles with COVID-19, and may be of more limited use. Overall, this book will benefit those looking for ways to help students overcome the challenges they face today.—Ayanna Gaines, Woodbury University