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The purpose of this study is to investigate the evolving ways library users engaged with services and resources and how library services adapted to meet their needs, in order to improve practice post-pandemic.

During Fall 2020 and Spring 2021, nine studies were conducted which examined the usage of space, services and resources; and employee and student perspectives. Findings from these studies were synthesized for this investigation through a process of qualitative meta-synthesis.

The themes from this meta-synthesis point to an ongoing need for streamlining services and processes, to improve efficiency as well as enable the Libraries to be prepared for the next crisis.

While change takes time for large organizations, the existence of system-wide processes and services enabled library employees to continue assisting users across all Penn State campuses, demonstrating that the University Libraries could be considered a model for the “One Penn State” vision that the university strives to achieve by 2025.

The purpose of this paper is to investigate the perceived role of library personnel in supporting first-generation students at Penn State University Libraries, and also how students’ perceptions of library personnel change over time, and the various experiences that influenced their changes in perception.

This study employed focus groups to solicit input from first-generation students. A four-step team-based approach to qualitative coding process was developed including the development of a codebook informed by common themes and concepts drawn from the literature.

Findings indicate that operating from a deficit of library cultural capital often results in low awareness of available services and changes in perception are more influenced by personal exploration than limited interactions with personnel. Further, while currently employed interventions are well targeted, opportunities exist for enhancing efforts.

As this is a case study, the findings are not generalizable. Per conducting only four focus groups, the experiences of participants may not represent the typical scope of personnel-related interactions.

This study adds to the limited body of evidence that first-generation students’ struggle from a deficit of library-related cultural capital.