Measuring the Impact of Library Instruction on Freshmen Success and Persistence: A Quantitative Analysis

Vance, Jason; Kirk, Rachel; Gardner, Justin G.

doi:10.15760/comminfolit.2012.6.1.117

Cited by 28 publications

(19 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several recent studies focusing on the impact of information literacy on the academic performance of students indicated that information literacy instruction and student information literacy skills were positively correlated with the student grade point averages (GPAs), retention and graduation rates. Vance, Kirk, and Gardner (2012) at Middle Tennessee State University examined the relationship between formal library instruction and student retention rates and grade point average. Two years of student demographic data and library instruction records were used to correlate retention rates and grade point averages among first-year students.…”

Section: Effects Of Information Literacy Instruction On Gpas and Retementioning

confidence: 99%

Effects of Information Literacy Skills on Student Writing and Course Performance

Shao

Purpur

2016

The Journal of Academic Librarianship

View full text Add to dashboard Cite

This study documents the information literacy skills of college freshmen at a mid-size comprehensive university. It also examines the association between students' information literacy skills and their writing abilities as well as their overall performance in a class. A major finding of the study is that information literacy skills were positively correlated with both student writing scores and final course grades. The findings of this study call for well-integrated library instruction programs and services to improve student information literacy skills.

show abstract

Section: Effects Of Information Literacy Instruction On Gpas and Retementioning

confidence: 99%

Effects of Information Literacy Skills on Student Writing and Course Performance

Shao

Purpur

2016

The Journal of Academic Librarianship

View full text Add to dashboard Cite

show abstract

“…Therefore, we pushed for the orientation module to have a more general learning goal: to introduce students to library spaces and resources. We pointed out that students who receive an orientation to library resources and services are more likely to seek research assistance with course papers, projects, and presentations (Boff & Johnson, 2002;Brown, Weingart, Johnson, & Dance, 2004;Du Mont & Schloman, 1995;Pellegrino, 2012;Ury & King, 1995;Vance, Kirk, & Gardner, 2012). We also emphasized the importance of introducing students to library spaces early in their college career (Donald, Harmon, & Schweikhard, 2012).…”

Section: Evolving Library Orientationmentioning

confidence: 98%

Building Partnerships for Better Library Orientations

Goldman

Turnbow

Roth

2018

Planning Library Orientations

View full text Add to dashboard Cite

BACKGROUNDIn the fall of 2013, the Council of Provosts, whose membership is made up of the Provosts from each of the six colleges at the University of California, San Diego (UCSD), was asked to create a First-Year Experience (FYE) Program pilot to support students' transition to UCSD ("About FYE," n.d.). For the first year of the 2year pilot program, which launched in Fall 2014, the FYE was offered as a for-credit elective course open to as many as 120 freshmen from each college. In the second year, additional classes were opened for up to 65 firstyear transfer students per college, which were designated as Transfer Year Experience (TYE) courses. The freshmen-level FYE courses became permanent offerings in the university catalog in Fall 2016, and the transfer TYE courses became permanent as of Fall 2017. In total, about 1700 freshmen and transfer students have participated in the program in the past 3 years. Of those, 1200 completed the library orientation module-some students choose not to complete the module, despite it being assigned to them by their instructor, and some FYE and TYE instructors opt out of assigning at least one part of the library orientation module (i.e., they choose not to have the library lecture, but assign the scavenger hunt or vice versa). INSTITUTIONAL SETTINGThe organizational system at the UCSD is fairly unique for an American institution because our undergraduate students enroll in one of six colleges located in its own "neighborhood" on campus, each with its own core curriculum, writing program, residential facilities, traditions, and FYE program. This is designed to combine the environment of a small liberal arts college with the many resources of a large research institution (Undergraduate Colleges, 2017). Thus, students do not select a college based on their major, and aside from the writing programs and FYE/TYE courses, they take classes with students from the other colleges. Moreover, the colleges (e.g., Thurgood Marshall College, Earl Warren College, etc.) are administratively separate from academic departments, which are organized under disciplinary divisions or schools (e.g., the Division of Social Sciences, the Rady School of Management, etc.). EVOLVING PARTNERSHIPDuring Spring 2014, our library was asked to contribute to the information literacy portion of the FYE Program, which spurred the development of our FYE/Library partnership. We met multiple times over the spring and summer quarters with the FYE Program coordinator, the Provosts, and other campus leaders to discuss the needs of the emerging program and how the Library might help meet some of those needs. The full process of creating and evolving the library orientation module over the past 3 years is discussed in the next section, but once the initial module was approved by all stakeholders, sustaining it became the duty of the FYE Program coordinator and librarians in the Learning Services department.

show abstract

“…47 And Vance, Kirk, and Gardner discovered a positive association with GPA and library use, but not with retention. 48 All three studies that used retention as a success marker found positive associations for library users. 49 Six studies analyzed library use with student success markers other than or in different combinations with GPA and retention.…”

Section: Literature Reviewmentioning

confidence: 99%

Aligning Library Assessment with Institutional Priorities: A Study of Student Academic Performance and Use of Five Library Services

Beile

Choudhury

Mulvihill

et al. 2020

C&RL

View full text Add to dashboard Cite

This large-scale study was conducted for the purposes of determining how representative library users are compared to the whole student population, to explore how library services contribute to student success, and to position the library to be included in the institution's learning analytics landscape. To that end, data were collected as students at University of Central Florida (n = 25,336) interacted with five library service points over four semesters. Analysis revealed a positive association between students who used one or more library services and higher end-of-semester GPAs. The article emphasizes how results were disseminated and ongoing work to build an interactive learning analytics library dashboard that complements existing institutional dashboards.

show abstract

Measuring the Impact of Library Instruction on Freshmen Success and Persistence: A Quantitative Analysis

Cited by 28 publications

References 5 publications

Effects of Information Literacy Skills on Student Writing and Course Performance

Effects of Information Literacy Skills on Student Writing and Course Performance

Building Partnerships for Better Library Orientations

Aligning Library Assessment with Institutional Priorities: A Study of Student Academic Performance and Use of Five Library Services

Contact Info

Product

Resources

About