October 1, 2014

New Research Article: “Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis”

share save 171 16 New Research Article: Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis

The following full text article appears in the latest issue of Communications in Information Literacy, Vol 6, No 1 (2012).

Title

Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis

Authors

Jason M. Vance
Middle Tennessee State University

Rachel Kirk
Middle Tennessee State University

Justin G. Gardner
Middle Tennessee State University

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.

Direct to Full Text (10 pages; PDF)

share save 171 16 New Research Article: Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis
Gary Price About Gary Price

Gary Price (gprice@mediasourceinc.com) is a librarian, writer, consultant, and frequent conference speaker based in the Washington D.C. metro area. Before launching INFOdocket, Price and Shirl Kennedy were the founders and senior editors at ResourceShelf and DocuTicker for 10 years. From 2006-2009 he was Director of Online Information Services at Ask.com, and is currently a contributing editor at Search Engine Land.