student assistants in libraries:

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Student Assistants in Libraries:An International Perspective

Mary I. Beveridge

American academic librarians have shown increased interest andconcern with the topic of student supervision. The literature on thistopic, however, has come almost exclusively from Americanlibrarians. A survey of student employment practices in other coun-tries indicates that student assistants, while present in libraries, areused on a very limited scale outside the United States and Canada.This lower reliance on student help is partly the result of differingtraditions in libraries and educational systems between countries.There are indications, however, that employment of students isbecoming more common in many countries and the experience ofAmerican librarians in student employment could prove valuableelsewhere.Student assistants have been an element of academic library

staffs in the United States for over a century, even if their impor-tance and the peculiar features of their employment have only beenrelatively recently acknowledged. Emilie White in her 1985 article,‘‘Student assistants in academic libraries: from reluctance to reliance,’’traced the evolution and occasional ambivalence of American librari-ans’ attitudes toward student employees. While accepting the neces-sity of employing student help in order to provide library services,

Mary I. Beveridge is Head of Public Services at Drake University in DesMoines, IA.

[Haworth co-indexing entry note]: ‘‘Student Assistants in Libraries: An International Perspective.’’Beveridge, Mary I. Co-published simultaneously in the Journal of Library Administration (The Ha-worth Press, Inc.) Vol. 21, No. 3/4, 1995, pp. 147-159; and: Libraries and Student Assistants: CriticalLinks (ed: William K. Black), The Haworth Press, Inc., 1995, pp. 147-159. Multiple copies of thisarticle/chapter may be purchased from The Haworth Document Delivery Service [1-800-342-9678;9:00 a.m. - 5:00 p.m. (EST)].

E 1995 by The Haworth Press, Inc. All rights reserved. 147

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148 LIBRARIES AND STUDENT ASSISTANTS: CRITICAL LINKS

librarians often expressed misgivings about entrusting too muchresponsibility to students and frustrations about the difficulty ofsupervising them. White concluded her survey by stating that aca-demic librarians had now come to accept student assistants as anintegral component of library staffs and begun to address in articlesand books the best methods of supervising this particular categoryof workers.1

Student assistants do obviously represent a large component oflibrary staffing in contemporary American academic libraries. Innumbers they usually exceed full time staff and even expressed asfull-time-equivalent hours often are equal to a large proportion ofstaff. Student responsibilities have moved beyond the traditionaltasks of shelving and shelf-maintenance to more specialized posi-tions which utilize students’ skills such as computer experience ordesign. This increased use of student assistants has heightened theawareness among American librarians of the complexities inherentin their supervision. Hiring, scheduling, training and motivatingemployees who work such a small number of hours per week andwith such variable schedules requires careful planning and system-atic design of policies and procedures. The increased volume ofliterature on student supervision as well as conferences and elec-tronic discussion groups on the subject testify to an increasedawareness of the importance of effective utilization of studentemployees among librarians. In the last two decades, in particular,authors such as Jane and Michael Kathman have written extensivelyon the supervision of student assistants providing guidelines forutilizing students most effectively.2

A survey of this literature, however, shows that virtually all ofthe published work on student employment has come from librari-ans in the United States. Most library management literature fromother countries makes no mention at all of student assistants andwhere they are discussed the coverage is brief. A 1984 article byDittakavi Nagasankara Rao in the Indian journal Herald of LibraryScience suggests the reason for this silence. Rao’s article outlinedthe important role of student assistants in American libraries. Raodescribed for her readers the widespread use of students in alllibrary departments and the time and energy applied to their super-vision. The tone of her article suggests that the extent to which

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Mary I. Beveridge 149

student assistants were used in American libraries would be anunusual idea for her readers.3 A book on management of academiclibraries in India confirms this theory about the prevailing level ofstudent employment, at least in India. G.L. Trehan, in CollegeLibrary Management, devoted only one paragraph to the subject ofstudent assistants in academic libraries in India. Students, he com-mented, were useful to supplement the full time staff and carry outthe most routine tasks which required the ‘‘least amount of training,skill, or supervision.’’ His assessment of student employment wascompletely positive: ‘‘It will not only solve, to some extent, themanpower shortage, but also help the students to understand theworking of the library.’’4Peter Durey, of the University of Auckland, New Zealand, was

less sanguine about the practice of hiring students to supplementregular library personnel. He cautioned against the practice of hir-ing students to fill out the workforce in academic libraries:

While there are benefits to the library in employing ‘‘tempo-rary’’ staff--for example students who are employed only dur-ing university terms--there seem very great dangers in employ-ing too high a proportion of temporary as compared topermanent staff. Temporary staff provide very considerableproblems in recruitment, training and retraining in employ-ment. It may be very difficult to arrange matters so that tempo-rary staff feel that they are doing a worthwhile job rather thansimply obtaining a measure of financial support.5

Durey pointed out the unique nature of student employment inAmerican libraries and hinted at prevailing practices elsewherewhen the book was written:

Partly to overcome recruitment problems, partly for economicreasons and partly because in certain circumstances it is a veryconvenient arrangement, university and college libraries haveoften made considerable use of student labor. This is particu-larly true in the United States where there is a strong traditionof self-support for students . . . There are undoubted advan-tages in being able to employ temporary staff for the academicyear only and avoid the difficult problem (common to the

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British university libraries in which I have worked and whichmade little use of student assistants) of thinking of jobs for thejunior library assistants to do during the Summer Vacation.However, if a considerable number of students are employed,their recruitment on an annual basis is an unenviable and time-taking task for some member of the library staff.6

As these writings suggest, one reason for the relative inattention tostudent employment in the literature of countries other than theUnited States is that student employment is a relatively recent phe-nomenon in many other countries and is still very limited by Ameri-can standards. One reason for this is the differences which exist inthe organization and philosophy of higher education between coun-tries. As Durey pointed out, the American tradition of students work-ing their way through college is a long-standing one. Although someeducators have questioned the advisability of students working whilestudying, the idea has never been alien to Americans.7 In fact, theemphasis in American higher education on producing well-roundedindividuals who bring practical as well as intellectual skills to theirwork has encouraged employment as a means of teaching studentsresponsibility and social skills. In recent decades the rising costs ofhigher education in the United States at both private and publicinstitutions also made employment more critical to many students.Perhaps most instrumental in encouraging student employment

in the United States, however, has been the federal government’sCollege Work-Study program, which was instituted in 1964 to pro-vide financial assistance to students. The Federal Work-Study pro-gram, which is now supplemented by some state programs, pro-vides government funding for paying the wages of qualifyingstudents at campus jobs.8 The financial advantages of these work-study programs both to employer and employee have made studentassistants an even more important source of personnel to libraries.At most institutions of higher education work-study students aregiven preference in hiring and at some they are the only category ofstudents eligible for hire. On most campuses student employmentoffices coordinate and refer work-study students to libraries, alongwith other employers, insuring that a ready supply of potentialemployees is always available to libraries.Although many countries provide loans and grants to students no

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other country has an employment program which is comparable toCollege Work Study in its comprehensiveness. Furthermore, untilvery recently, practices and attitudes toward higher education insome countries have actually discouraged the employment of stu-dents. In many other countries, particularly in Europe and Africa,higher education has traditionally been available only to the mosthighly qualified students as determined by examinations. For thosewho do qualify, however, the cost of a university education is borneby public funding and students pay minimal, if any, tuition. Manyof these governments also supply some kind of aid for livingexpenses for students of limited means. Thus, students in thesecountries do not experience the same need for employment as dotheir American counterparts. In addition, academic pressures areoften intense and studying is considered a full-time job in itself.Outside employment for students is unusual and is often discour-aged as a distraction from studies.Another factor affecting student employment, particularly in Europe,

has been the strength of trade unions among library employees.Unions have resisted the hiring of students in some European coun-tries because of union fears that students would take away employ-ment from regular workers. Finally, whether as a consequence or acause of fewer student workers, hours of libraries in most othercountries tend to be much more limited than those in the UnitedStates and Canada. In Europe, for example, few academic librariesstay open past 10:00 at night or open before 9:00 in the morning.This presumably eliminates one of the prime motivations for hiringstudents--staffing service desks at times when usage is low.The lack of published literature on student employment coming

out of other countries makes it difficult to provide a comprehensivesurvey of practices and such an undertaking would be impossible insuch a small space. What follows is therefore a sampling of studentemployment practices in some selected countries which highlightssome of the differences, as well as some reassuringly commonfeatures of student employment among countries. Most informationwas gathered by discussions with colleagues who responded toqueries sent to various international listservs on the Internet includ-ing BIBLIO-FR (for Francophone librarians), LIS-LINK (based inthe United Kingdom), LIBADMIN, and LISA-LIS (a discussion

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group for student assistants). For the purposes of this study, libraryscience students were not considered. Although many libraries doemploy them, their presumably higher level of expertise andmotivation puts them in a category somewhat beyond that of theaverage student employee.

EXAMPLES OF STUDENT EMPLOYMENTIN VARIOUS COUNTRIES

Given the many similarities between the two countries, it is notsurprising that Canadian academic libraries appear to be the closestto the United States in their use of student assistants. Most Canadianacademic libraries do employ students and use them extensively inall library departments to carry out the more routine duties and tostaff service desks during late night and weekend hours. There aresome differences in practices between Canada and the United Stateswhich do influence student employment practices, however. Nonational program equivalent to the Work Study program existswhich would ensure that students are used equally in all institutions.Higher education in Canada is still controlled greatly at the provin-cial level and practices with regard to student employment may varywidely between provinces and institutions with some libraries rely-ing heavily on student assistants while a few do not employ them atall. The presence of unions among library staff is also a factor in thehiring of students in many Canadian libraries. In some libraries stu-dents must be members of the support staff union, and in others,although not required to be members, they must be paid at the samewage rate as the lowest-level union employees, thus removing someof the financial incentive for hiring student assistants. In an innova-tive move, Dalhousie University, which employs student assistantsextensively, set aside a portion of the revenues from a recent tuitionincrease to fund employment of students on campus.Academic libraries in Australia, New Zealand and the United

Kingdom also employ students although they do so on a smallerscale than in the United States or Canada. In Australia and NewZealand students are considered casual employees similar to anyother temporary, part-time worker and there are few restrictions,other than financial ones, on their employment. The extent to which

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libraries employ them varies widely with some institutions usingstudents only for shelving while others use them in almost all capa-cities, in a similar manner to American libraries.Among the Anglophone library world, the United Kingdom pres-

ents the most striking contrast to the United States in its use ofstudent employees. With the exception of library science students,student assistants have traditionally played only a minimal part inthe staffing of British libraries. While some academic libraries inthe United Kingdom have always employed students, their use hasbeen very limited and some institutions do not employ them at all.Students simply do not figure in published discussions of personnelin British academic libraries. A 1988 book on the management ofacademic libraries defined the tasks done by support staff or‘‘library assistants’’ as ‘‘issuing and returning books, dealing withbasic enquiries, shelving books and tidying stocks, processing newbooks and clerical duties . . .’’9 American librarians would recog-nize this description as tasks which would generally be delegated tostudent assistants. In 1984 another author noted that ‘‘there is someevidence of a trend towards replacing full-time posts with part-timeposts . . . One reason for this change in academic libraries is a movetowards concentrating effort during term-time when there is thegreatest pressure on staff.’’10 The preferred choices for this sort ofpart-time, temporary assistance were housewives or other personsseeking some extra income. There still exists a strong preferenceamong many academic librarians in Britain for hiring part-time,temporary staff who are not students to fill out staffing at periods ofpeak activity.The situation in Britain has changed somewhat in the last decade,

principally because of changes in higher education. Direct govern-ment support of students has declined and more students are attend-ing universities. This has meant that more students are seekingemployment and many university administrations are anxious tooffer them the opportunity to subsidize their incomes. Another fac-tor in encouraging the employment of students has been the declin-ing power of trade unions which had resisted student employmentin the past.Although many British libraries do employ students now, their

numbers, proportional to regular staff, remain small by American

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standards. Most work between 6 and 10 hours per week and gener-ally perform only the most routine tasks such as shelving and shelf-straightening. A few libraries also use students for clerical tasks,book processing and at service desks. The Data Protection Act of1984, designed to protect the confidentiality of records, preventsmany libraries from assigning students to work with automatedcirculation systems which would give them access to personalinformation about their fellow students. In larger cities many aca-demic libraries prefer to hire students from other institutions inorder to avoid problems of confidentiality and interaction betweenfellow students. Another impediment to extensive hiring of studentsis the lack of a mechanism to systematically recruit student workers.Unlike American universities, where offices generally exist on cam-pus to coordinate student employment, British libraries must adver-tise for and recruit student workers in the same way as they wouldany other staff and in the larger cities are in competition with otheremployers.A 1984 survey of academic libraries in the Federal Republic of

Germany found that 71 of the 99 libraries which responded did hirestudent assistants or studentische Hilskräfte. Among the respon-dents to the survey the level of usage of student employees variedwidely from 5% of total work hours to a high of 36%. The surveyindicated a wide variety of practices in the duties assigned to stu-dents. Some institutions used students extensively in all depart-ments; whereas, others employed them only for the most routinetasks. Students in German libraries can be used only to supplementregular staff, not to replace them. This meant that students werenever assigned to work at times when regular staff were not presentand could not, therefore, aid libraries in extending their hours.The study found that a major concern of German librarians was

finding funds to pay these students. The major portion of studentwages came from university administrations but since the adminis-tration of each university assigns student workers to various agen-cies on campus, libraries are in competition with other departmentssuch as research institutes and graduate projects. Many libraries hadto find their own sources of funding to pay students, taking moneyfrom other items in their budgets. The survey also found a highlevel of concern among German librarians about the quality of the

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work performed by students as well as fears that they might undulyfavor their fellow students.11 Because students are considered gov-ernment employees their employment is treated very seriously.Today most sign employment contracts with their state similar tothose of other civil servants in which they promise not to act in anyway against the State.A similar pattern of student employment exists in France where

moniteurs étudiants, after the American model, were first introducedin 1989 as a means of helping university libraries cope with staffshortages. As in other countries the character of higher educationhas affected the use of student assistants in France. Higher educa-tion, like all education in France, is highly centralized. Academiclibraries are under the control of the Ministry of Education andlibrary staff are employees of the state with all decisions aboutsalaries and benefits made by the Ministry rather than by individuallibrary directors; hiring students can be difficult. French unionshave also strenuously resisted the introduction of student workersinto libraries because of the concern that they might take awayemployment from full time staff. As a result, the use of students inFrench libraries has been very limited.

EXPERIENCES WITH STUDENT EMPLOYMENT

Despite cultural differences and the wide variety of educationalpractices, the experiences and comments of librarians in all coun-tries regarding student employment are remarkably similar. Mostlibrarians cited similar reasons for employing students. One of theprime motivations for employing students everywhere is obviouslythe financial advantage, both to the library and the student. As therange of services provided by academic libraries has increased,while budgets have remained static or declined, most have found itdifficult to obtain adequate staffing. Even without the advantageswhich an employment program comparable to the American Col-lege Work Study Program represents, student employees almostalways offer some financial advantage for their institution as theyare generally paid at the lowest legal wage level. They are also agood solution to the highly seasonal nature of work in an academiclibrary. Fluctuating demand for academic library services makes

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temporary employees highly desirable and students can supply thisadditional labor during academic terms when it is most needed. Thelimited number of hours which students work makes them idealcandidates to perform the more tedious and routine library choressuch as shelving, shelf-reading, data entry, etc., leaving full timestaff free to concentrate on activities which require more training.Students are also usually available and willing to work late nightsand weekends when library use is lower, permitting libraries toexpand their hours.Many librarians also cite some less tangible benefits associated

with student employees. Students often bring fresh viewpoints andenthusiasm to their work and may be seen as more approachable bytheir fellow students. They can also serve as a conduit to the rest ofthe student body, bringing suggestions for improvements in servicesto the library and introducing library services to their peers. Manylibrarians also saw student employment as a means of recruitingfuture professionals to the field.Not surprisingly, most of the difficulties associated with student

employment appear to be similar all over the world as well. Mostlibrarians cite high turnover and the difficulties of hiring and train-ing a new group of employees every year or term as their primarydisadvantage. The effort required for student supervision wasanother frequent reason that many librarians were reluctant to usestudents more extensively. Students, even when used at a minimallevel, require close and systematic supervision. Scheduling difficul-ties are also a common problem. Student work schedules must bebuilt around class schedules which do not always coordinate withlibrary needs. Attendance at work often suffers at the end of termsor other times when examinations and other classroom work takepriority. It is also difficult to motivate and reward such temporaryemployees who do not expect to be in their positions long. Com-plaints about student reliability or sloppiness are also universal.Many librarians from institutions where student assistants are notused extensively voiced reservations which are similar to thosedescribed by Emilie White in the early years of student employmentin the United States. They expressed fears that the quality of stu-dents’ work would not be up to library standards, that the students

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might provide favors to friends, or buckle under to pressure fromtheir professors.There are also difficulties in finding student employees in some

places. In countries where student employment is not common,recruiting students can also be time-consuming. Since librarians cannot rely on campus student employment offices to refer students,they must use the same recruiting methods which they would withany other employees. On the other hand, these same libraries canafford to be very selective in the students they hire. Most librariansemphasized the importance of careful interviewing and screening ofthe students whom they hire. A librarian from Colombia noted thatit is a great honor for students to be hired by the library and only thevery best are chosen to work, a remark which would inspire envy inmany American librarians!

CONCLUSION

The limited sample of countries examined in this study indicatesthat student employment in libraries is by no means unique to theUnited States. What distinguishes American libraries from those ofother countries is the high numbers in which they employ studentsand the level of responsibility which they assign to them. With theexception of Canada, no other country seems to employ studentassistants in such large numbers, proportional to regular staff, nor todelegate as much responsibility to them. This difference in theextent of student employment undoubtedly accounts for the lack ofattention to the topic in the library literature of other countries.Student assistants in most foreign academic libraries function onlyas adjuncts to regular staff. Their responsibilities are limited to themost routine tasks such as shelving and shelf-reading and they areclosely supervised. When student assistants are relatively few innumber compared to regular staff and their duties are limited, theirsupervision is less problematic and can be handled on a more infor-mal basis. The need for systematic strategies in hiring and supervis-ing student assistants is then much less important. In libraries ofThird World countries the overwhelming concern is still the lack offully qualified staff so that student employees seem to be of lesspressing importance.

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A key factor in distinguishing the United States from other coun-tries in the area of student employment is the College Work Studyprogram. Work Study has made the employment of students on alarge scale a universal feature on American campuses and helped tostandardize practices facilitating the exchange of informationbetween librarians. It has contributed to the formation of offices oncampus where student employment is tied in with other financialaid programs. Student assistants are generally governed by a set ofprocedures different from those of regular staff.The extensive use of student assistants has helped shape American

academic libraries. While permitting the expansion of library hoursand services, this practice has also created the need for more system-atic planning of student employment and for staff who have experi-ence and training in supervisory techniques. Student assistants havemade many new programs possible but they also have created struc-tures which could not function without their presence. The presenceor absence of student assistants among library personnel, therefore,has definite implications for management practices in all libraries.Whether or not other countries will move toward the American

model or retain their differences remains to be seen. It is evident,however, that economic pressures have made student employmentmore common in recent years. If the trends suggested by this studyare borne out in reality, students will become a more important partof the academic library staffs in many countries. As more interna-tional libraries gain access to electronic forums for informationexchange it may be possible to gain further perspectives on studentemployment. The experience of institutions which already employstudents extensively, as well as more study of international prac-tices, could benefit librarians in all countries by highlighting thetrade-offs between this valuable source of library personnel and thechallenges inherent in their supervision.

NOTES

1. White, Emilie. ‘‘Student assistants in academic libraries: from reluctanceto reliance.’’ Journal of Academic Librarianship 11 (1985) 93-97.

2. Kathman, Michael D; Kathman, Jane M. ‘‘Management problems of stu-dent workers in academic libraries.’’ College & Research Libraries 39 (1978)118-122.

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. ‘‘Integrating student employees into the management structure of aca-demic libraries.’’ Catholic Library World 56 (1985) 328-330.

. Managing student workers in college libraries. Chicago, IL: Associationof College and Research Libraries, 1986.

. ‘‘Performance measures for student assistants.’’ College & ResearchLibraries 53 (1992) 299-304.

3. Rao, Dittakavi Nagasankara, ‘‘Student assistants in libraries,’’ Herald ofLibrary Science 23 (1984).

4. Trehan, G. L. College Library Management. Sterling Publishers PrivateLimited. New Delhi, India, 1985.

5. Durey, Peter. p. 116.6. Durey, Peter. Staff Management in University and College Libraries.

Oxford: Pergamon Press, 1976. pp. 92-93.7. See for example McCartan, Anne-Marie. Students who work: are they pay-

ing too high a price? Change 20 (1988) 11-20.8. Curtis, Gary. ‘‘To work or not to work: that is the question.’’ The Journal of

Student Financial Aid 21 (1991) 18.9. Shields, Mark. Work and Motivation in Academic Libraries. Bradford,

England: MCB University Pres, Limited, 1988. p. 20.10. Russell, N. J. The Job Satisfaction of Non-Professional Library Staff.

Leeds Polytechnic: Department of Library and Information Studies, ResearchReport No. 30, 1986. p. 15

11. Franken, Klaus. ‘‘Einsatz Studentischer Hilfskräfte in Bibliotheken.’’Zeitschrift für Bibliothekswesen und Bibliographie 32 (1985):403-6.

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student assistants in libraries:

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