Theses and Dissertations
Date of Award
2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Johanna Tunon
Committee Member
Katrina Pann
Committee Member
Kimberly Durham
Keywords
first-generation students, psychological distance, learning environments, librarians, communication
Abstract
This applied dissertation explored the preferred communication methods for reducing the psychological distance between librarians and 17 first-generation students (FG004 – FG020), including graduate and undergraduate participants in the University Libraries’ online, hybrid, and in-person environments. Through interpretative phenomenological analysis, eight themes emerged, illustrating how participants' communication preferences, cultural and linguistic demands, financial obstacles, and early library experiences affected their communication expectations with librarians.
The findings revealed a dichotomy between in-person and online communication preferences, with participants valuing both the immediacy and social presence of face-to-face interactions and the convenience of online tools like chat services. Cultural and linguistic familiarity fostered inclusivity and belonging, particularly for those from diverse backgrounds. Library anxiety and hesitation to seek help emerged as barriers, emphasizing librarians' need for approachable, proactive support.
Financial challenges significantly influenced library usage, highlighting the importance of providing easy-to-access or accessible resources. The University Libraries were also seen as sanctuaries for focused study and collaboration with peers, offering essential environments for managing distractions. Participants’ adaptation to technological demands underscored the library’s role in supporting online information literacy, while early positive library experiences shaped long-term engagement with library resources and librarians.
Initially, limited awareness of library services further highlighted the need for proactive outreach and promotion to first-generation students. Participants consistently emphasized the need for proactive outreach and clear communication about available resources. They suggested that librarians could do more to promote their services actively, particularly to first-generation students who might need to be made aware of all that's available to them. This study provides actionable insights for academic librarians seeking to improve engagement and support for first-generation students.
NSUWorks Citation
Sabine Jean Dantus. 2024. Exploring Communication Preferences and Experiences of First-Generation Students: Bridging Psychological Distance With Librarians in Online, Hybrid, and In-Person Library Environments—An Interpretative Phenomenological Analysis. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (667)
https://nsuworks.nova.edu/fse_etd/667.
