How do student-sole-parents experience the tertiary library?

Abstract

Research problem: The objective of this research study is to explore the experience of student-sole-parents within a 'no-children in the library' tertiary library environment and the impact this has upon their ability to engage in compulsory course work, as well as the effects this policy has upon their study goals.

Methodology: Using qualitative research method, in-depth interviewing was used as a research tool to enquire into how six, full-time students who are also sole-parents experience the library service.

Results: Key findings of this study show that a no-children-in-the-library policy statement is problematic, in varying degrees, for full-time students who are also sole-parents as it, depending upon the ages of the student’s dependents and availability of personal support, (1) poses a barrier that hinders access to library resources and services that facilitate and support study activities, and allow engagement with learning material and partnering with library staff to develop information literacy and (2) diminishes their study experience.

Implications: This is a single, small qualitative study and the results can only relate to Unitec Institute of Technology, Waitākere campus. This study is of interest to those concerned with academic libraries who are (1) seeking to understand how their library’s policy regarding children in the library and study-room and other resources allocation may be affecting student-sole-parents and (2) seeking ways to improves student-sole-parent’s access and interaction with their library.