- Title
- Exploring partnerships between public libraries and universities in regional low-socioeconomic communities : the student experience
- Creator
- Power, Emma; Partridge, Helen; Owen, Sue; Pizzani, Blanca
- Date
- 2022
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/191381
- Identifier
- vital:17813
- Identifier
-
https://doi.org/10.1080/07294360.2021.2011153
- Identifier
- ISSN:0729-4360 (ISSN)
- Abstract
- Students from low-socioeconomic (low-SES) backgrounds living in rural, regional and remote (RRR) communities in Australia experience intersecting equity challenges and disadvantages impacting upon their study success. Using in-depth semi-structured interviews, this study explored the experience of 42 students living in low-SES RRR communities in Australia. More specifically, the study considers, from the student experience, how public libraries and universities can work in partnership to support study success. Thematic analysis revealed two key themes: ‘student as person’, encompassing RRR low-SES students’ context, lived experience and study needs; and ‘access’, describing key enablers and barriers to students’ access to key study needs and support from the public library in their local areas, and their university. This study shows that collaboration between universities and public libraries through understanding of the needs, context and experience of RRR low-SES students can initiate and inform targeted action to help support these students, increase inclusion and belonging, and facilitate student success. © 2021 HERDSA.
- Publisher
- Routledge
- Relation
- Higher Education Research and Development Vol. 41, no. 7 (2022), p. 2324-2337
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright © 2021 HERDSA
- Subject
- 39 Education; Public libraries; Regional; Rural and remote communities; Student success; Universities
- Reviewed
- Funder
- This work was supported by the Australian Government’s Higher Education Participation and Partnerships Program National Priorities Pool 2016 Grant Scheme.
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