“Library assessment is now an integral part of the effort to define the 21st century library; our tools, methods, and applications are developing rapidly.” *

Keeping readers informed of new developments, new methods, and new reports is another aspect of the work being done by the Value of Academic Libraries Committee.  This blog now includes a link to an update of the bibliography that was produced as part of the Value report.  The Valueography is linked via a menu option at the top in the navigation bar in this blog.  The Valueography is intended to feature resources and reports that have been produced since the publication of the original Value report and are related to the demonstrating the value of academic and research libraries.  The Valueography will be added to continuously to keep readers informed of new publications.  In the current list, although some references are to journal articles, there are reports may be found online, including the Proceedings of the 2010 Library Assessment Conference.  The Proceedings are worth exploring for the various reports on activities at institutions, large and small, on various assessment topics.  The conference featured 68 peer-reviewed papers.   It is our goal to have the Valueography updated  to include  new tools and methods that institutions are using to gather and share data.  Check out the Valueography for resources related to retention, student performance, and other assessment activities.

If you have a report to share, please use the comment feature on the Valueography blog to submit new publications.  We want the Valueography to grow and expand and with your help we can continue to make this a resource tool for all academic libraries that are exploring new methods for assessment and providing data that demonstrates their value to their institutions.

*(Proceedings of the 2010 Library Assessment Conference, Conference Overview, page V)

 

Early last month Megan posted about recent research connecting academic libraries and student achievement. She mentioned that there are multiple projects in the U.S. currently underway to correlate library use and GPA, and I have results from just such a project to share with you all!

In a recently completed study at University of Wyoming I discovered a positive correlation between upper-division library instruction and higher GPA at graduation (by upper-division, I mean post-first-year). This is based on an analysis of 4,489 transcripts of graduating seniors at the University of Wyoming, and the transcript analysis was supplemented by focus groups with graduating seniors, with the goal of answering the following questions:

  • What is the relationship between student academic success and information literacy instruction?
  • Which students receive library instruction and which do not?
  • Is there a good argument for creating a tiered program of information literacy instruction?
  • How can we improve our program of information literacy instruction?

Look for the article in the March or June 2012 issue of Evidence Based Library and Information Practice. Here’s the citation: Bowles-Terry, M. (2012). Library instruction and academic success: A mixed-methods assessment of a library instruction program. Evidence Based Library and Information Practice. Forthcoming.

Are you working on this type of project at your institution? Do you have any results to share? Log in to post a comment and share your experience — feel free to leave a citation or a link to your work. We’d love to find out what type of research you’re doing to demonstrate the impact of library use!

Update 3/21/2012: Here’s a link to the article – http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/12373

 

The Association of College Research Libraries was invited by the New Leadership Alliance for Student Learning and Accountability to author an article for their December e-newsletter. The article “Exploring the Contributions of the Academic Library to Student Learning” — written by Joyce L. Ogburn, president of ACRL, dean, J. Willard Marriott Library and university librarian, University of Utah and Kara J. Malenfant, ACRL’s  scholarly communications and government relations specialist — highlights ACRL’s initiatives in this area.

The New Leadership Alliance for Student Learning and Accountability, an advocacy-focused organization, leads and supports voluntary and cooperative efforts to move the higher education community towards gathering, reporting on, and using evidence to improve student learning in American undergraduate education. Nearly 100 colleges and universities of all types are members.

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