Peer Consultation: How Academic Libraries Can Better Serve Their First-Generation Students

Abstract

First-generation (FG) college students represent a growing population in North American higher
education. Yet, many academic libraries continue to rely on traditional, transactional service models
that conflict with these students’ documented preference for relational, peer-based support. This
conceptual paper synthesizes recent literature on FG students’ information behaviors and institutional
barriers to library use. Drawing on asset-based frameworks and Karen Fisher’s theory of Information
Grounds, the analysis reveals a critical paradox: FG students highly value library resources and
spaces, yet often avoid formal service points because of relational barriers with authority figures. To
address this gap, the paper proposes a Peer Research Conversation Program (PRCP), a librarybased
peer mentorship model that intentionally recruits successful FG students as consultants and
operates in a dedicated, low-stakes space separate from the traditional reference desk. The proposal
is supported by evidence-based justifications and aligned with the American Library Association’s
Code of Ethics and values of principlism.