A Week in the Life of a Library Coach
Elena P.
Published November 14, 2025
4 Minute Read
Library Coaches are undergraduate students trained in academic research methods to help their peers with research projects in a friendly, low-pressure environment. They can assist students in narrowing their research questions, finding sources, and answering general questions about using the Libraries.
Elena Payne, a statistics major from Laramie, has been a Library Coach for the past four semesters. As she begins her senior year and prepares to apply to graduate programs, we asked her to share what a typical week looks like in her role helping students at UW Libraries.
Monday:
As a big-time morning person, I get into the Research & Outreach Services office by 8 a.m. I start my day by checking and responding to library-related emails (pro tip: you can use folders in your inbox to sort messages automatically; this way, my library emails don’t get lost among all the University Announcements).
Over the weekend, a student booked an appointment with me to help them find sources for their English 1010 researched argument paper. So, my projects for the week include:
- English 1010 research workshops
- A student appointment
- Updating a Research Guide after recent website changes
- Creating a social media post about library resources for transfer students
Before the first English 1010 workshop, I updated images and links in a tutorial on finding help at UW Libraries. Over the summer, the Libraries’ website was redesigned, and several librarians moved into new positions, so the tutorial needed to reflect the latest resources and contacts.
Just before 9 a.m., I finish up and head down to the main floor of Coe Library for an English 1010 workshop. These workshops bring English 1010 classes to the library for an interactive session where a librarian teaches how to access and use UW’s research resources.
During workshops, I hand out materials, troubleshoot technology, and walk students through finding background information in library databases. In the last few minutes, I show students where and how to get additional help after the session.
Afterward, I head to my one class on Mondays, which, luckily, is just next door. Then it’s back to the office to start gathering background sources for Wednesday’s appointment. I wrap up the day by finalizing an Instagram post for the upcoming Transfer Student Week and helping with another English 1010 section.
Wednesday
Back in the office at 8 a.m., I spend the first couple of hours making edits to Monday’s
Instagram post and creating an accompanying Instagram story. As a statistics major,
design isn’t my natural strength, so I rely on feedback from my supervisor and librarians
to make sure the posts look good and clearly convey the topic at hand.
At 10 a.m., I take a break for class, then return just in time to prep for my 11:30
a.m. student appointment. Beforehand, a librarian asks for help creating materials
for an upcoming event, so I get started on that project.
When the student arrives, we meet on the main floor of Coe Library to talk about their
English 1010 assignment, goals, and topic ideas. They’re interested in nutritional
supplements, so we start in the CQ Researcher database and find a report on “Dietary Supplements.” These reports are often my go-to when
students have an idea they are interested in, but don’t have a focused argument. After
reviewing the Pros and Cons section, the student decides to write an argument supporting
FDA regulation of supplements.
After skimming the Background and Discussion Questions sections, we brainstormed keywords the student could use for finding articles about their topic in research databases (pro tip: equating keywords to tags on Instagram or Tiktok can be helpful when students aren’t 100% on what keywords are/what they mean). We use the keywords in UW Libraries’ Quicksearch. We refine the search using filters and find several relevant sources. We discuss filters the student can apply to narrow down results and find an article that fits the narrative they want to create for the Research Argument paper. Using this article as a starting place, we are able to:
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define more keywords they can use in their article hunt, and
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find related articles with the “Cited In” and “Cited by" arrows, and in the “Related Reading” recommendations for the article.
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After the appointment, I send a recap email summarizing the keywords, databases, and
articles we discussed. I finish the day by drafting event materials for a librarian
and assisting with two more English 1010 workshops. Before I know it, it’s 3 p.m.,
and my Library Coach work week is done!
Get Help From a Library Coach
If you’re a student who could use help getting started with your research, narrowing a topic, or finding sources, our Library Coaches are here to help. Meet with a peer who understands your classes and can guide you through the research process in a relaxed, supportive environment.
Schedule an appointment with a Library Coach Today
