Although extensive research has looked at first-generation college students' experiences, very little has examined the role of the library. This article reports the results of an asset-based exploratory study understanding the experiences of first-generation college students at three universities. Key findings of this study focus on themes of self-advocacy, sense of belonging, library customization, and integration of the library with the larger campus. This article discusses these key themes in the context of improving library services and spaces, ultimately providing more inclusive resources for all student groups. Implications and recommendations for professional practice are discussed.

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The research team included library professionals from the University of Colorado Boulder (CU Boulder), Colorado State University (CSU), and the University of Northern Colorado (UNC). All three are public, doctoral-granting institutions with largely residential student populations, but there are some notable differences among the universities. CU Boulder has an approximate student population of 33,200. Of those students, 59% are in-state Colorado students and 13.8% are first-generation students. CU Boulder's University Libraries has five libraries. It is a comprehensive graduate research university and is known as the flagship university in the state of Colorado. CSU is located in Fort Collins, Colorado. Its student population is 31,600 students, of whom 70% are in-state students and 18.5% are first-generation students. CSU has a main library and one branch library. It was founded as a land-grant school and retains outreach to communities across Colorado in its mission. UNC is located in Greeley, Colorado. The student population is approximately 12,000 students, of whom 83% are instate students and 41% self-identify as first-generation students. UNC has two libraries. It was founded as a normal school and continues to be known for excellence in the field of education. Our three campuses have much in common, particularly that they are public, doctoral granting, primarily residential universities. However, our histories, missions, and student bodies differ substantially. We recognize that not all types of higher education institutions are represented in this research project, but we hope that the range of student experience is broad enough to prove relevant for library professionals at a variety of institutions.