Poster presented at the 2018 Cross Timbers Library Collaborative Annual Conference.  This poster describes a study to determine if library instruction has a positive impact on undergraduate student success

Hargis, Carol

Leuzinger, Julie

Rowe, Jennifer

UNT Digital Library

The  Impact of Library Instruction on Undergraduate Student Success: A Four-Year StudyResultsConclusionsStudents who attended library instruction had higher pass rates, higher GPAs, and higher re-enrollment rates than their peers who did not attend library instruction sessions. There appears to be a correlation that strongly suggests that library instruction positively influences student success. The results of our study corroborate over a decade of existing quantitative and qualitative published library research on the positive impact of library instruction on student retention and success (Oliveira).AcknowledgementsGayla Byerly and the UNT Office of Data, Analytics and Institutional Research (DAIR)Methodology• Looked for library instruction contributing to student success• Access to card swipe data• Exported basic card swipe information (anonymized data) into Excel, eliminating all personal information• Used data for a control group of students who did not attend library instruction.• Looked for improved GPA• Looked for retention or persistence• Full dataset in the UNT Libraries Repository Student SuccessFor the purposes of this study, we define student success as an improved GPA and retention or persistence, with the latter defined as continued enrollment in the following long semester.Project BackgroundThe purpose of the study is to determine if library instruction has a positive impact on undergraduate student success.  There appears to be correlation that strongly suggests that library instruction positively influences student success. 93.12%82.94%5.86%11.86%0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%100.00%Yes, Library Instruction No, Library InstructionImpact of Library InstructionFall 2012 to Spring 2016Pass/FailPass Fai l2.312.812.242.5100.511.522.53GPA Before ENGL 1320 GPA After ENGL 1320AverageImpact of Library Instruction Fall 2012 to Spring 2016Change in GPAYes Library Instruction No Library InstructionCarol Hargis, Humanities and Instruction Librarian - Jennifer Rowe, Social Sciences and Community Engagement Librarian - Julie Leuzinger, Library Learning Service Department Head16.26%20.69%83.74%79.31%0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%Yes Library Instruction No Library InstructionImpact of Library InstructionFall 2012 to Spring 2016Retention/Persistence% did not continue % did continueOther Contributing FactorsLibrarian collects card swipes (student IDs) via student information system(over 4 year period)Librarians ask Data Analytics and Institutional Research department for data backData is anonymized. New variables added (GPA, re-enrollment, demographics, etc.)Anonymized control group addedData is given back to librarians for analysisLibrary Instruction~Student successLibrary material use~Student successAnalyzing student artifactsPre/post testsFocus groupsAccountability AssessmentsProgram improvement assessmentLibrary space use ~ student successCourse gradesAnecdotal evidenceSurveysInstitutional factors ~ student successObserved behaviorStudent success and library use studies- library space use and student data- library indicators from ARL & ACRL and IPEDSindicators of student success- library resource use and student data- library instruction participation and student dataStudentsuccessSelfesteem FamilysupportPasttraumaSizeof thecollegeMissionof thecollegeCampusenviron-mentAlcoholuseAcademiceffortLibraryuseNowAdvocatingto libraryadministrationAdvocatingon campusBuilding on theexisting research

The impact of Library Instruction on Undergraduate Student Success: A Four-Year Study

https://digital.library.unt.edu/ark:/67531/metadc1213688/m2/1/high_res_d/PBS_Conference_Poster_SU18_Carol_Hargis-CTLC.pdf

The impact of Library Instruction on Undergraduate Student Success: A Four-Year Study

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