The Out Loud Assignment: Articulating Library Contributions to First-year Student Success
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Date
2017-09
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier
Abstract
As more and more libraries consider GPA and year-to-year retention as relevant and meaningful measures of interest, it is important to consider whether these measures are locally appropriate. Several limitations of broadly applying GPA and first-year retention as measures of student success were recently discovered while completing a large exploratory research project. The project assessed the impact of a library assignment offered to students during their first term on campus at a large public research university. Findings revealed the assignment had a greater impact on regional campus students in contrast to the larger central campus, where changes in admission requirements has created an increasingly high-performing cohort of first-year students. Other indicators which may better locally articulate library contributions to student success are needed.
Description
Keywords
student success, undergraduates, library instruction, metacognition, retention, GPA, assessment, academic libraries, library orientation
Citation
Black, Elizabeth L. and Sarah Anne Murphy. "The Out Loud Assignment: Articulating Library Contributions to First-year Student Success." Journal of Academic Librarianship 43.5 (2017): 409-416. https://doi.org/10.1016/j.acalib.2017.06.008