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

Rowe, Jennifer; Leuzinger, Julie; Hargis, Carol; Harker, Karen

doi:10.5860/crl.82.1.7

Cited by 14 publications

(4 citation statements)

References 15 publications

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“…For example, Gaha et al (2018) found that graduating students, who were enrolled in classes that attended at least one library instruction session, had higher GPAs than those students who were not enrolled in such classes. Similarly, the research of both Wright (2021) , as well as that of Rowe et al (2021) , found that students who attended library instruction were more likely to have a higher GPA and be retained by their university.…”

Section: Literature Reviewmentioning

confidence: 89%

A silver lining for pandemic-weary libraries: How blended and flipped instructional programs have improved upon pre-pandemic norms

Walker

2022

The Journal of Academic Librarianship

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Section: Literature Reviewmentioning

confidence: 89%

A silver lining for pandemic-weary libraries: How blended and flipped instructional programs have improved upon pre-pandemic norms

Walker

2022

The Journal of Academic Librarianship

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“…Several studies suggest that the existence of library instructional can improve students' ability to complete university education (Gaha, Hinnefeld and Pellegrino 2018; Dahlen and Leuzinger 2020; Duffy, Rose-Wiles and Loesch 2021; Rowe et al 2021), and agree on the benefit of library instruction in university libraries. Thus, librarians should explore the ideal learning strategies to achieve optimal results.…”

Section: Discussionmentioning

confidence: 99%

Teaching strategies for library instruction: directions from the literature

Variant Anna,

(Corresponding Author),

A.M.K.

2023

MJLIS

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This paper proposes teaching strategies and techniques for library instruction in academic libraries to achieve the intended goals. The recommendations are based on insights from previous research in library instruction with the intention to identify possible strategies and techniques for different user groups. This study applied a systematic literature review method, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to examine the use of teaching strategies and techniques in library instruction programs. The Web of Science (WoS) and Scopus databases were searched for relevant literature using specific keywords. Applying the inclusion criteria, a total of 27 articles out of the 1380 documents extracted, were deemed relevant to the study. The results show that library instruction is usually conducted in the form of individual sessions. Teaching strategies used by librarians include flipped classroom, faux flip, classroom teaching, research clinic, consultation, asynchronous learning, and online synchronous learning, among others. These teaching strategies improved engagement and relationships between students and librarians, while impacting critical thinking, confidence and self-directed learning. It is concluded that librarians should consider adopting and combining teaching strategies based on individual needs and use technology to improve teaching effectiveness and increase student learning. This study shows that most studies on library instruction have only partially addressed instructional strategies. A critical review of the literature revealed that a strategic shift in the management of library instruction is necessary to achieve the intended outcomes. In this study, three teaching strategies for library education are proposed, namely Embracing for freshman, Encouraging for sophomore, and Leveraging for postgraduates.

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“…15 Much of the literature suggests a relationship between library instruction and student success indicators, such as GPA, retention, and campus course grade. 16 While formal assessments of information literacy learning objectives are crucial, student success measures are a starting point for proving the value of information literacy instruc-tion. One study found a statistically significant increase in GPA among graduating students who took library classes (n = 1,265) over students who received no library instruction (n = 115).…”

Section: Literature Review the Value Of Academic Librariesmentioning

confidence: 99%

Academic Librarians’ Contribution to Information Literacy Instruction and Learning

Mullins,

Boyd-Byrnes

2024

CRL

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Using data from a learning module embedded in all first-year seminars, researchers found evidence suggesting that librarians are uniquely qualified to deliver information literacy instruction compared to campus faculty. The study analyzes writing assignments from first-year modules taught by either librarians or campus faculty for two academic years. The data indicate that students met the learning objectives more often in modules taught by librarians. The outcome demonstrates the centrality of the librarian's role in information literacy instruction and student learning and helps substantiate the value of academic libraries.

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

Cited by 14 publications

References 15 publications

A silver lining for pandemic-weary libraries: How blended and flipped instructional programs have improved upon pre-pandemic norms

A silver lining for pandemic-weary libraries: How blended and flipped instructional programs have improved upon pre-pandemic norms

Teaching strategies for library instruction: directions from the literature

Academic Librarians’ Contribution to Information Literacy Instruction and Learning

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