Undergraduate Students’ Perceptions of their “Learner Journey” at the University of Worcester and Library Services’ Role in this Journey

Devine, Kathryn ORCID: https://orcid.org/0000-0002-5785-8652 (2018) Undergraduate Students’ Perceptions of their “Learner Journey” at the University of Worcester and Library Services’ Role in this Journey. Masters thesis, Robert Gordon University.

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Abstract

The research enquired into undergraduate students’ perception of their “learner journey” through the course of their degree, and considers the role they believe Library Services has, will, or should play in this. As librarians become increasingly teaching focused, and information literacy becomes more crucial to employability, it is important to understand how students perceive their learner journey to ensure information literacy instruction aligns with their need for library input both in terms of content and timing.

The research is a qualitative study employing focus groups and a one-to-one interview. Five undergraduate students took part in the research, representing levels four to six of study, and five of the University’s seven academic institutes. Drawing on the principles of grounded theory, the data was analysed thematically and by means of constant comparative analysis. Five principal themes were identified: transition to, and preparedness for, university, progression, personal responsibility and engagement, employability, and communication. A narrative interpretation of the research contextualises these responses with regards to the literature and the current higher education environment.

The literature suggests that whilst there is a body of research around librarians’ support of students’ information literacy development, little prior work has been done specifically on the learner journey. Additionally, what is available either relates primarily to Further Education or approaches the journey in terms of the route taken into study rather than the skills attained once at university. This research addresses this gap in existing research, and concludes that whilst further work remains, it is clear that students do see a role for librarians in their conceptualisation of their learner journeys, and that in the realisation of these journeys Library Services has generally played a positive and supportive role. It is recommended that further cycles of research be carried out, and that Library Services continues its programme of engagement, outreach, and support.

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