Melissa Bowles?Terry
Library Instruction and Academic Success: A Mixed-Methods Assessment of a Library Instruction Program
University of Wyoming
abstract x0d x0d objectives study examines connection student academic success information literacy instruction locally allowed librarians ascertain institutions saturation rate information literacy instruction identify academic programs utilizing library instruction services broader application provides argument tiered program information literacy instruction offers student perspectives improving library instruction programx0d x0d methods focus groups 15 graduating seniors attended least one library instruction session discussed student experiences preferences regarding library instruction analysis 4489 academic transcripts graduating seniors identified differences grade point average gpa students different levels library instruction x0d x0d results students value library instruction orientation purposes beginning students specialized disciplinespecific library instruction upperlevel courses statistically significant difference gpa graduating seniors library instruction upperlevel courses defined study postfreshmanlevel x0d x0d conclusions library instruction seems make difference student success repeated different levels university curriculum especially offered upperlevel courses instruction librarians differentiate lowerdivision upperdivision learning objectives students order create cohesive nonrepetitive information literacy curriculum