Document Type
Contribution to Book
Publication Date
2023
Abstract
Libraries have long used peer-to-peer models at service points (circulation and reference desks, for example), but this approach in library teaching contexts is not widely adopted. 1 Yet for those who have experimented with peer instructional models, the benefits to both those delivering and those receiving instruction are clear—peers are viewed as more approachable, serve to decrease uneven power dynamics between teacher and student, and can relate to fellow students in ways librarians or other faculty cannot.2 Recognizing how these models are rooted in equity and inclusion, the Pfau Library instruction team decided to pilot a peer-to-peer Library Ambassador Initiative program (LAI) in 2016. This case study highlights the evolution of the Pfau Library Ambassador program from its inception to its current model. Beginning as a small initiative within the California State University, San Bernardino (CSUSB) John M. Pfau Library, the LAI program has grown into a student-centered campus partnership with the Office of Undergraduate Studies’ Student Mentoring Program (SMP) and continues to reach an increasing number of first-year students.
Recommended Citation
Schlesselman-Tarango, G., Durazo-DeMoss, S., & Herrera, B. (2003). Chapter 25; Student-Centered, Student-Delivered Leading with Equity and Inclusion through a First-Year Library Ambassador Program at a Hispanic-Serving Institution. In Exploring Inclusive & Equitable Pedagogies Creating Space for All Learners (Vol. 2, pp. 373–383). Association of College and Research Libraries.
