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