Reimagining Readers’ Advisory in an Academic Library Setting

Recreational reading and readers’ advisory (RA) have often been positioned at the margins of academic library work, perceived as disconnected from institutional missions centered on research and instruction. This article examines how the University at Albany Libraries reframed RA as an active, student-centered strategy that supports wellness, intellectual curiosity, and engagement. Responding to gaps in recreational reading access, such as the absence of a centralized collection, limited discoverability, and low awareness among students, the Libraries developed an integrated RA model grounded in collection design, outreach, and assessment. The article traces the evolution of this work, including the creation of a popular books collection, expansion of browsable graphic novels, and alignment with campus initiatives around student well-being and belonging. The article highlights the use of digital tools, social media engagement, and low-barrier feedback mechanisms to inform responsive decision-making. Drawing on circulation data, engagement metrics, suggestion forms, and qualitative student feedback, the article assesses outcomes related to visibility, usage, and student perception. By embedding RA into academic library culture, this case illustrates how academic libraries can design sustainable, data-informed, and community-responsive RA practices that reaffirm recreational reading as both student care and intellectual engagement within higher education.