Measuring the Academic Impact of Libraries

Allison, DeeAnn

doi:10.1353/pla.2015.0001

Cited by 46 publications

(47 citation statements)

References 11 publications

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“…In spite of the findings of the weak relationships in the current study, it is important to note that the findings of the correlations (e.g., resource use) were supported by the literature discussed above (Allison, 2015;Soria et al, 2013Soria et al, , 2017. Weak correlations between undergraduate students' library use (e.g., checkouts and databases) and GPAs also were found in Allison's study.…”

Section: Discussioncontrasting

confidence: 77%

“…This finding is also supported by the results of the quantitative data indicating that students' library resource use was positively associated with their GPAs. Other students have also reported similar findings related to the positive impact that library resources and services (e.g., database use, interlibrary loan, library instruction, research consultations) may have to promote students' learning (Allison, 2015;Brown & Malenfant, 2018a, 2018bGaha, Hinnefeld & Pellegrino, 2018;Soria et al, 2013Soria et al, , 2017.…”

Section: Discussionmentioning

confidence: 69%

“…Using student database login information and student instructional and reference interactions, they demonstrated that students' GPAs were positively associated with students' library use (e.g., database use, electronic journals, and book loans), but students' GPAs were negatively associated with course-integrated instruction sessions. A twoyear study at the University of Nebraska-Lincoln examined whether use of library resources activities (e.g., circulation checkouts and off-campus access to databases) were related to both undergraduate and graduate students' GPAs (Allison, 2015). Data was employed from student information systems, including students' identification number, GPA, and class information (e.g., undergraduate and graduate students).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The studies above (Allison, 2015;Soria et al, 2013) focused on the correlations between students' use of library resources and their academic achievements to examine academic libraries' impact on students' academic success. Other academic libraries have examined other types of library usage data, including use of library space and technology (e.g., checking out laptops).…”

Section: Literature Reviewmentioning

confidence: 99%

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The Library’s Impact on University Students’ Academic Success and Learning

Scoulas¹,

Groote²

2019

EBLIP

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Objective -The purpose of this study was to examine relationships among student library visits, library resource use, library space satisfaction (e.g., quiet study space), and students' academic performance (i.e., Grade Point Average or GPA) using quantitative data and to better understand how the academic library has an impact on students' learning from students' perspectives using qualitative data.Methods -A survey was distributed during the Spring 2018 semester to graduate and undergraduate students at a large public research institution. Survey responses consisted of two types of data: (1) quantitative data pertaining to multiple choice questions related to the student library experience, and (2) qualitative data, including open-ended questions, regarding students' perceptions of the library's impact on their learning. Quantitative data was analyzed using Spearman's rank correlations between students' library experience and their GPAs, whereas qualitative data was analyzed employing thematic analysis. Results -The key findings from the quantitative data show that student library visits and library space satisfaction were negatively associated with their GPA, whereas most students' use of library resources (e.g., journal articles and databases) was positively associated with their GPAs. The primary findings from the qualitative data reveal that students perceived the library as a place where they can concentrate and complete their work. Additionally, the students reported that they utilize both the quiet and collaborative study spaces interchangeably depending on their academic needs, and expressed that the library provides them with invaluable resources that enhance their coursework and research.Conclusions -While the findings show that the student library experience was associated with their academic achievements, there were mixed findings in the study. The findings suggest that as a student's GPA increases, their in-person library visits and library space satisfaction decrease. On the other hand, as a student's GPA increases, their library resource usage increases. Further investigation is needed to better understand the negative relationship between students' library visits, library space satisfaction, and their GPAs.

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Section: Discussioncontrasting

confidence: 77%

Section: Discussionmentioning

confidence: 69%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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The Library’s Impact on University Students’ Academic Success and Learning

Scoulas¹,

Groote²

2019

EBLIP

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“…Scholarly evidence notes how physical book circulation has declined over the years (Allison, 2015). When students responded about the value of having book stacks in the library, a wide range of discussions emerged that centred on the idea that the presence of books helps students feel like the library is a place of knowledge and learning.…”

Section: Discussionmentioning

confidence: 99%

Small Library Research: Using Qualitative and User-Oriented Research to Transform a Traditional Library into an Information Commons

McCrary¹

2017

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The project team investigated the changes necessary to transform the original library into an information commons. The researchers sought to drive the project by asking for patrons' input, rather than rely on the vision of administrators or librarians. Methods -The project team used four techniques to gather data. They recorded patron use patterns, administered surveys, conducted formal interviews, and facilitated comment boards.

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