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The Out Loud Assignment: Articulating Library Contributions to First-year Student Success · Study

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ArticleThe Out Loud Assignment: Articulating Library Contributions to First-year Student Success

Elizabeth L. Black2017

Article2017

The Out Loud Assignment: Articulating Library Contributions to First-year Student Success

Elizabeth L. Black · Sarah Anne Murphy

17 citations·0/0 files stored·The Journal of Academic Librarianship

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

Abstract

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Citations in this library

Stored only when both papers are in the corpus — 17 citations exist upstream.

References

2003The benefits of being present: Mindfulness and its role in psychological well-being.2008High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter 1994Seeking Meaning: A Process Approach to Library and Information Services 2003What We're Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices 2010The value of academic Libraries: A comprehensive research review and report 2007Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations 2003What we're learning about student engagement from NSSE 2013Truth Be Told: How College Students Evaluate and Use Information in the Digital Age

Cited by

2020Aligning Library Assessment with Institutional Priorities: A Study of Student Academic Performance and Use of Five Library Services 2022What Role Do You Play? Faculty Perceptions of Librarian-led Information Literacy Instruction 2024Strategic alliances: The library as a partner for student success 2019Information Transfer in Articles About Libraries and Student Success 2022Rethinking Library Services for First-Generation Students: Using Habitus as a Framework for Reevaluating Existing Models

Details

Year2017

Typearticle

Published2017-07-08

VenueThe Journal of Academic Librarianship

ISSN-L0099-1333

Languageen

Citations17

Files0 public / 0

ShelfLibrary Science and Information Literacy

Identifiers

doi10.1016/j.acalib.2017.06.008

openalex_workW2731597397

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