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

Jason M. Vance · Rachel Kirk · Justin G. Gardner

29 citations0/0 files storedCommunications in Information Literacy

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Library Science and Information Literacy Higher Education Research Studies Library Science and Administration

Abstract

This study examines the relationship between formal library instruction and undergraduate student performance and persistence in higher education. Researchers analyzed two years of academic and demographic data collected from first-time freshmen at Middle Tennessee State University in an attempt to quantify the effect of librarian-led one-shot classroom instruction on students' grade point averages and their likelihood of returning to school for the sophomore year.

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References

1994What Matters in College? Four Critical Years Revisited.1987Leaving College: Rethinking the Causes and Cures of Student Attrition 2008Dangers and Opportunities: A Conceptual Map of Information Literacy Assessment Approaches 2007Return on Investment: Libraries and Student Retention 2011The Academic Library Impact on Student Persistence 2011Measuring Association between Library Instruction and Graduation GPA 2014Library Assessment in Higher Education 2008Library Assessment in Higher Education

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2017The Out Loud Assignment: Articulating Library Contributions to First-year Student Success 2019Integrating information literacy training into an inquiry-based introductory biology laboratory 2020Aligning Library Assessment with Institutional Priorities: A Study of Student Academic Performance and Use of Five Library Services 2017Measuring Library Impacts through First Year Course Assessment 2022First-generation students and the first-year transition: State of the literature and implications for library researchers

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