Skip to main content
Article
Measuring the Impact of Library Instruction on Freshmen Success and Persistence: A Quantitative Analysis
Communications in Information Literacy (2012)
  • Jason M Vance, Middle Tennessee State University
  • Rachel Kirk, Middle Tennessee State University
  • Justin Gardner, Middle Tennessee State University
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.
Publication Date
2012
Citation Information
Jason M Vance, Rachel Kirk and Justin Gardner. "Measuring the Impact of Library Instruction on Freshmen Success and Persistence: A Quantitative Analysis" Communications in Information Literacy Vol. 6 Iss. 1 (2012)
Available at: http://works.bepress.com/rachel_kirk/1/