THE LIBRARY’S ROLE IN SHAPING STUDENT IDENTITY

Abstract

This article argues that academic libraries function as critical agents in the formation and development of student identity, a role that transcends their traditional perception as mere repositories of information. Moving beyond a transactional model of service provision, the library is reconceptualized as a formative space where students navigate the complex transition from novice to scholar. The investigation explores how libraries facilitate this identity work through three interconnected dimensions: the provision of intellectual apprenticeship via research interactions, the curation of a physical and intellectual space for self-directed learning and risk-taking, and the fostering of a sense of scholarly belonging and community. Drawing upon theoretical frameworks from the sociology of education, identity theory, and library and information science, the article synthesizes existing literature with professional practice observations. It concludes that a deliberate focus on identity shaping offers a powerful framework for academic libraries to articulate their enduring value in higher education, advocating for practices that consciously support the holistic development of the student as an emerging scholar and empowered learner.