An exciting C&RL Forum event is just around the corner. This forum will be an excellent opportunity to look closely at two recent studies that center in many ways on value and some of the learning outcomes often associated with student library experiences. 

C&RL Forum on Library Usage and Student Success
Live Wednesday, October 28, 2015 (Length: 60 minutes)
9am Pacific | 10am Mountain | 11am Central | 12pm Eastern

One of the most difficult issues librarians face is how to prove our value to the university. Join us for an author panel discussion of two College & Research Libraries articles which explore the ties between student library usage and success: “The Impact of Library Resource Utilization on Undergraduate Students’ Academic Performance” by Felly Chiteng Kot and Jennifer L. Jones and “Investigating the Relationship of Library Usage to Student Outcomes” by John K. Stemmer and David M. Mahan (preprint). The authors will share the findings of their studies.

The first study (Chiteng Kot and Jones) addressed the issue of self-selection bias by using propensity score matching to construct treatment and comparison groups with similar background characteristics. After controlling for a variety of factors, this study found that students in the treatment group (who used library resources at any level specified) had a higher first-term GPA compared to their counterparts in the comparison group (who did not use library resources at the corresponding levels). For the purposes of this study, library use included workstation logins, study room reservations, and research clinic attendance.

The second study analyzed data from non-anonymous user surveys on why and how often students used the library in conjunction with institutional data to conduct a regression analysis that identified multiple correlations between student outcomes and the library. Stemmer and Mahan found that the library factors associated with student outcomes change over the course of the four year undergraduate experience. Underclass students using the library as a place to study are more likely to have positive outcomes, whereas upper-class students see positive outcomes when using the library as an information resource.

Hashtag: #acrlsuccess


John K. Stemmer, PhD: John is the Director of Library Services at Bellarmine University.


Felly Chiteng Kot: Felly is the Institutional Research Analyst for the Office of the Provost at Nazarbayev University.

Jennifer L. Jones: Jennifer is the Assessment and User Experience Librarian in the University Library at Georgia State University.

David M. Mahan, PhD: David is the Assistant Provost and Executive Director of Institutional Effectiveness at Manhattan College.

Register to receive reminders and information or view the forum live on YouTube.


Assessment in Action (AiA) – An update from Nastasha E. Johnson at Purdue University Libraries

 Assessment in Action, General, Library Impact on Students  Comments Off on Assessment in Action (AiA) – An update from Nastasha E. Johnson at Purdue University Libraries
Oct 122015
Natasha Johnson, librarian at the Math library. New faculty Purdue Libraries postcard (Mark Simons / Purdue University)

Natasha Johnson, librarian at the Math library. New faculty Purdue Libraries postcard (Mark Simons / Purdue University)

We asked participants in ACRL’s Assessment in Action (AiA) to share a few thoughts on their experience. Here is what Nastasha E. Johnson, Physical and Mathematical Sciences Information Specialist at the
Purdue University Libraries had to say about her project: “Embedded information literacy within an introduction to design process course: successive citation analyses and student reflections as an assessment of learning“:

Abstract: In this study, 160 students’ bibliographic work is analyzed over 3 assignments, and coupled with students’ successive perceptions of their IL skills over the course. Triangulation between themes in students’ IL skill perception, demonstrated citation analysis, and graded performance will be discussed. This project, supported by the Assessment In Action national initiative, was designed to inform the campus community and the larger library community about the impact of embedded library instruction on student performance and students’ IL skills perceived and actual.

1. What was your greatest challenge during the course of your Assessment in Action project? The greatest challenge during this process was managing a large amount of data, while working toward meaning both quantitatively and qualitatively. However, by pursuing both quantitative and qualitative meaning, I believe this project’s findings were strengthened. Our quantitative data obviously looked at students’ academic work performance. By seeking qualitative data, however, we specifically asked students to reflect and evaluate their skills throughout the project, which allowed instructors and librarians to reflect on their own instruction and performance.

2. What is your #1 recommendation for other librarians who want to conduct an assessment project on student learning and success? I recommend using several instructors and several sections of the same course in order to gain a more accurate picture of learning objectives and actual student performance. Also, by working with several instructors, a sense of unity and teamwork forms throughout the project and continues after the course concludes.

3. What is the #1 thing you gained through your participation in Assessment in Action? I felt extremely encouraged as a result of this study, which showed statistical significance in students’ academic growth, development, and competence in their information literacy skills as a result of the librarian cooperation with professors. I also gained the confidence to talk to stakeholders and campus administrators about library assessment and library impacts.

Thank you Nastasha for the great project!


New Date: Sept 24 ACRL Online Discussion “National Credentialing and Academic Libraries”

 Communicating Value, Events, Library Impact on Students  Comments Off on New Date: Sept 24 ACRL Online Discussion “National Credentialing and Academic Libraries”
Sep 152015

The free ACRL online discussion forum “National Credentialing and Academic Libraries” will now be held from 2 – 3 p.m. Central (noon – 1 p.m. Pacific | 1 – 2 p.m. Mountain | 2 p.m. – 3 p.m. Central | 3 – 4 p.m. Eastern) on Thursday, September 24. ACRL and over 80 other organizations recently joined the Lumina Foundation in co-sponsoring a national dialogue on credentialing which calls for ways to transform our nation’s highly diverse and fragmented credentialing system into one that is student-centered and learning-based. Join this ACRL online discussion forum to share your best thinking around what changes are needed and the potential role academic librarians and/or ACRL could play in transforming credentialing in the United States. Submit your free registration online by 2:00 p.m. Central on Wednesday, September 23. The webcast will be recorded and made available shortly after the live event. Complete details are available in a past ACRL Insider post.

Earlier today, ACRL responded to selected questions on the Connecting Credentials website. See also Connecting Credentials: a Beta Credentials Framework for more on these concepts. Are you new to these issues? Stay tuned for more later this week when the next issue of ACRL’s current awareness publication Keeping up With… focuses on national credentialing and academic libraries.

© 2014 ACRL Value of Academic Libraries Suffusion theme by Sayontan Sinha