Subjects
retention; instruction; assessment
Document Type
Research Article
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.
DOI
10.15760/comminfolit.2012.6.1.117
Downloads prior to this publication
3840
Persistent Identifier
http://archives.pdx.edu/ds/psu/22441
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Vance, J. M., Kirk, R., & Gardner, J. G. (2012). Measuring the Impact of Library Instruction on Freshmen Success and Persistence: A Quantitative Analysis. Communications in Information Literacy, 6 (1), 49-58. https://doi.org/10.15760/comminfolit.2012.6.1.117