“They Expect More of you in Second Year”: University of Worcester Students’ Perceptions of the Transition to Level Five

There is considerable literature around the second year (or sophomore) “slump”, beginning with Freedman (1956), and continuing to the present. Studies (such as Vaughn and Parry, 2013) report second year students’ impression of a drop in the assistance they receive from both academic and support services in comparison with their first year experience. Concurrently, students face (or perceive they face) an increase in volume and complexity of workload.

At Worcester, Library Services have traditionally been asked to deliver far less information literacy teaching to level five students in comparison with other year groups. As part of research into perceptions of their learner journeys, students at UW were asked to elucidate their impressions of the transition to second year, and the support received. This presentation will discuss these findings and their implications for teaching and support practice, effective student engagement with learning, and student confidence in transitioning to higher levels of study.