Library Instruction: A Peer Tutoring Model

Citation

Morgan, S. (2001), "Library Instruction: A Peer Tutoring Model", Library Management, Vol. 22 No. 8/9, pp. 422-429. https://doi.org/10.1108/lm.2001.22.8_9.422.5

My first thought on reading this book was: why hasn’t this become widespread practice in academic libraries? It seems such a sensible idea. Nowadays, the library is inundated, both physically and electronically, with users, making a range of demands on library services and staff, asking questions, needing advice and guidance, finding out the best search methods and generally getting to grips with the complexities of the current information environment. Why not get students to “peer tutor” other students? Surely it’s only a formalised extension of what students do anyway – helping each other out with their studies. This very practical book shows you how to go about it.

After a whistlestop tour of library instruction since 1870 we see some examples of successful peer tutoring schemes in operation in US higher education, including at the University of New Mexico, where the authors are Associate Professors. How to establish a library instruction peer tutoring programme and carry out the necessary training of tutors is then covered in some detail. Chapter 6 is really the heart of the book. Here the authors explain how to adapt the peer tutoring concepts and curriculum into eight two‐hour training sessions. The content includes library orientation, the information cycle, searching the library catalogue, other databases and the Web and, finally, evaluation of information. For each session objectives, activities and essential readings are provided. This is followed by a case study of the scheme operating at the authors’ own university, as well as the implications for peer tutoring in primary and secondary school settings. Clearly, students who have already experienced the system, both as tutors and tutees, in the compulsory education years will benefit when reaching higher education. The 70 pages of Appendices include three sets of useful documents: the International Tutor Training Certification Programme from the College Reading and Learning Association; library instruction surveys and evaluation forms used at New Mexico; the tutor programme training agenda and exercises from the same university library.

Excellent though the book is, there’s a nagging doubt in my mind. Returning to my original point, yes, it does seem like a sensible way forward, but only for those libraries that can demonstrate a maturity and confidence in their existing information skills philosophy and programmes. They are thus able to “hand them over” to others. Perhaps the fact that I had to think twice before using the term information skills in the last but one sentence illustrates my point – we so lack confidence that we’re still not sure what to call it/them. In North America peer tutoring appears to be working well, although the real extent of it is difficult to gauge; I’m less convinced that it can be transferred in any big way to the UK or Europe.