Crawford, Gregory A. "The Academic Library and Student Retention and Graduation: An Exploratory Study." Portal: Libraries & The Academy 15, no. 1 (January 2015): 41-57. CINAHL Plus with Full Text, EBSCOhost (accessed January 2, 2018). https://login.trmproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=103750475&site=eds-live
Correlations showed that library expenses per full-time equivalent (FTE) and instruction expenses per FTE had the highest overall relationship with graduation and retention rates.
Of the four primary variables of interest (the three graduation rates and the retention rate), the library expenses per FTE variable had the highest correlation with all three of the graduation rates and the second highest with the retention rate.
Confirming the research by Gansemer-Topf and Schuh, this research supported their findings that expenditures on instruction and academic support were significantly correlated with graduation rates. The analyses from this research showed that instruction expenses per FTE and academic support expenses per FTE were significantly correlated with both retention rate and the three graduation rates.
The relationship between library expenses per FTE and both graduation and retention rates is heartening. In contrast, the relationship between library use and graduation and retention rates is less than expected.
. . . these results do verify that those institutions that provide better funding for instruction and support services such as libraries and student services witness higher graduation and retention rates.
Croxton, Rebecca A. and Moore, Anne Cooper. “From Matriculation to Graduation: Alignment of Library Data with University Metrics to Quantify Library Value.”
“The findings from the study suggest that engagement with various university resources, including the library, has a statistically significant impact on student success across multiple analysis techniques. In addition to quantifying the library’s role in student success, study findings revealed other significant, key areas of engagement for students, including those associated with the University Career Center, the University Center for Academic Excellence, the Writing Resources Center, and the University Speaking Center. These categories of engagement, along with participation in Greek organizations, sports clubs and teams, and High Impact Practices, all lend support to Tinto’s theory of social integration, which suggests that academic, co-curricular, and extracurricular engagements all help to increase the chances of student success and the likelihood of graduation.”
Emmons, Mark and Wilkinson, Frances C. “The Academic Library Impact on Student Persistence.” College & Research Libraries, vol. 72, no. 2, Mar. 2011, pp. 128-149, https://crl.acrl.org/index.php/crl/article/view/16142/17588
“What impact does the academic library have on student persistence? This study explores the relationship between traditional library input and output measures of staff, collections, use, and services with fall-to-fall retention and six-year graduation rates at Association of Research Libraries member libraries. When controlling for race/ethnicity and socioeconomic status, a linear regression finds that a change in the ratio of library professional staff to students predicts a statistically significant positive relationship with both retention and graduation rates.”
“Why would the ratio of professional library staff to full-time students have an impact on student persistence? Why, for example, would a 10 percent increase in professional library staff at an ARL member library predict a .72 percent increase in retention and an even larger 1.55 percent increase in graduation? . . . We would like to think that such a direct impact exists, but the fitted models we rejected and our own common sense tells us that this is probably not the case.
We propose using systems thinking as a possible explanation. Systems thinking looks at an organization—not as individual parts—but as people and units and the relationships between them interacting to form a complex whole. Academic libraries are part of a complex social system that includes the university in the environment of the surrounding community. When an institution has more professional staff, they are more likely to interact with the university and its students and faculty, leading to improved information flow, communication, and feedback; and ultimately an organization better adapted to helping students succeed. It is not the individual input measures such as collections and output measures such as use and services that make a difference. Instead, it is the complex interrelationships between these factors and the professional library staff and the students and faculty that make a difference in student persistence.
All of these variables are reflections of the library, the university, and the relationship between them.”
Gaha, Ula, et al. “The Academic Library’s Contribution to Student Success: Library Instruction and GPA.” College & Research Libraries, vol. 79, no. 6, Sept. 2018, pp. 737–746. EBSCOhost, doi:10.5860/crl.79.6.737.
“This study examines the relationship between library instruction and graduating students’ four-year cumulative grade point averages for the classes of 2012-2015. After normalizing the GPAs by departments to account for differences in departmental grading, a two-tailed t-test indicated a statistically significant increase in GPA among graduating students who were enrolled in classes in which at least one library instruction session was held (n=1,265) over students who were enrolled in no classes with library instruction (n=115). Librarians are using the results to demonstrate the relationship between the library and student success, and to promote library instruction on campus.”
“The results have been useful both locally on the Saint Mary’s College campus, and also in the wider conversation about academic libraries and student outcomes, because they show a real, statistically valid connection between library instruction and students’ long-term academic achievement, as represented by their grade-point averages. The results also provide greater context for the negative correlation that Soria et al. found at the University of Minnesota, and suggest that disciplinary grading standards are yet another among the many factors researchers need to take into account when planning research design. Data like those described here can be used by librarians to demonstrate the value of their work in tangible terms that communicate to administrators, to advocate for additional resources, and to persuade faculty of the benefits of library instruction to their students. On this campus, the next steps will also include working to build consistent and tiered instruction in departments where a large number of courses have instruction, in order to reduce the effect of “I’ve heard this before!”
Godfrey, Ian, et al. “Supporting Student Retention and Success: Including Family Areas in an Academic Library.” Portal: Libraries & the Academy, vol. 17, no. 2, Apr. 2017, pp. 375–388. EBSCOhost, doi:10.1353/pla.2017.0023.
Hubbard, Melissa A., and Amber T. Loos. "Academic library participation in recruitment and retention initiatives." Reference Services Review, 2013., 157, Academic OneFile, EBSCOhost (accessed January 2, 2018).
Libraries should also consider including recruitment and/or retention responsibilities in a librarian or library staff member position description and appointing representatives to sit on the institution's recruitment and/or retention committee
Hufford, J. (2013). A Review of the Literature on Assessment in Academic and Research Libraries, 2005 to August 2011. Portal: Libraries and the Academy, 13(1), 5–35. https://doi.org/10.1353/pla.2013.0005
Conclusion:
In recent years, academic and research libraries have emphasized quality assessment and in particular student learning-outcomes assessment. This is reflected in the considerable number of articles, books, and conference papers about LibQUAL+™, the findings derived from application of the LibQUAL+™ survey at various institutions, and the use of a variety of instruments and methods to assess student learning outcomes in information literacy classes and one-shot sessions. Input and output assessment has become less important as reflected by the fact that data from these kinds of assessments are often not included in the annual reports of library directors. Indeed, one of the sources discussed in this article maintains that a substantial number of the 28 ARL libraries it studied no longer write an annual report.111 However, ARL still collects such data.
Over many years, trends occur wherein particular philosophies or methods of assessment become popular for a period of time during which they get considerable use at institutions, are thoroughly discussed at meetings, and receive extensive coverage in the published literature. Total Quality Management was popular in the 1980s and 1990s. Today's trend emphasizes quality assessment tools like LibQUAL+™ and student learning-outcomes assessment. Because of federal and state government education policies and the standards of the regional higher education accreditation organizations, quality assessment and learning-outcomes assessment will remain important and will likely receive extensive coverage in the literature for some time to come. As the pace of the digitization of journals and books increases, use statistics of these online resources will become still more important. These statistics have already begun to replace the more traditional input and output data.
Kuh, G. D., & Gonyea, R. M. (2015). The Role of the Academic Library in Promoting Student Engagement in Learning. College & Research Libraries, 76(3), 359–385. https://doi.org/10.5860/crl.76.3.359
This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.
Those students who more frequently use the library reflect a studious work ethic and engage in academically challenging tasks that require higher-order thinking. Although certain student background characteristics (race, major, year in school, transfer status, access to computers) affect the nature and frequency of students’ library activities, the library appears to be a positive learning environment for all students, especially members of historically underrepresented groups.
At the same time, library use does not appear to contribute directly to gains in information literacy and other desirable outcomes. This is not surprising, as rarely does any single experience or set of activities during college affect student learning and personal development one way or the other; rather, what is most important to college impact is the nature and breadth of a student’s experiences over an extended period.
Academic librarians are well positioned to provide leadership and expertise to outcomes associated with information literacy. However, higher education institutions should not expect them to do this alone. The findings of this study indicate that it takes a whole campus to produce an information-literate college graduate. For this reason, librarians would do well to redouble their efforts to collaborate with faculty members, instructional development staff, and student affairs professionals in promoting the value of information literacy in various in-class and out-of-class activities and to provide students with as many opportunities as possible to evaluate the quality of the information they encounter, on and off the campus.
LeMaistre, Tiffany, et al. “Connecting Library Use to Student Success.” Portal: Libraries & the Academy, vol. 18, no. 1, Jan. 2018, pp. 117–140. EBSCOhost, doi:10.1353/pla.2018.0006.
Use of online library resources was a significant predictor of semester grade point average (GPA), one-term retention, and academic standing when controlling for high school GPA, gender, status as a first-generation college student, and Pell recipient status. . . . There were significant differences in the number of users of library resources by age, Pell recipient status, enrollment status, major, academic level, and semester GPA.
The first question was whether users of the Nevada State College Library were representative of the student population in terms of gender, ethnicity, status as a first-generation college student, age, Pell recipient status, major, academic level, enrollment status, and semester GPA. Second, were there any proportional differences between library users and nonusers regarding their one-term retention, academic standing, or rates of DFWI (receiving a grade of D, fail, withdrawal, or incomplete on a given course)? Third, were there any significant differences in semester GPA between library users and nonusers? Fourth, was there a positive relationship between semester GPA, one-term retention, good academic standing, lower DFWI rates, and number of library use sessions? Finally, if a relationship was present between library use sessions and semester GPA, one-term retention, good academic standing, or lower DFWI rates, would that relationship hold when controlling for high school GPA, first-generation status, gender, and Pell recipient status?
However, there were significant proportional differences between library users and nonusers in terms of their age, Pell recipient status, major, academic level, enrollment status (full-time or part-time), and GPA. Overall, students of nontraditional age (age 25 and up), Pell recipients, nursing students, seniors, and students who earned a higher GPA were more likely to use library resources than their peer counterparts, p < 0.05.
Students who used library resources had a semester GPA higher than that of their peers who did not use library resources
The results suggest that students who used library resources were retained at a significantly higher rate than their peers who did not use the library.
The results indicate that students who used library resources were more likely to have good academic standing than those who did not use library resources.
The results of this study also revealed that students who are retained and have good academic standing had a significantly higher number of library use sessions than those who are not retained and who lack good academic standing, p < 0.01
. . . there were positive and statistically significant relationships between semester GPA, one-term retention, good academic standing, and library use measured by number of sessions for the library users.
. . . the results from linear and logistic regression analysis indicated that, after controlling for high school GPA, gender, first-generation status, and Pell recipient status, library use was still a significant predictor of semester GPA, one-term retention, and academic standing.
Regarding one-term retention, a logistic regression on library use controlling for high school GPA, gender, first-generation status, and Pell recipient status was performed. The results indicated that, after holding other variables constant, number of library sessions was a significant predictor of one-term retention, Wald F(1) = 16.64, p < 0.001 (see Table 6). Wald is a way of testing the significance of explanatory variables in a statistical model. If there was a one-unit increase in library sessions, the odds of this student being retained next term would increase by 16.9 percent. High school GPA was also a significant predictor of one-term retention
In terms of academic discipline, nursing students are the most likely to use library resources, while students from the physical and life sciences, business, and education disciplines are underrepresented among library users.
Murray, Adam L., and Ashley P. Ireland. “Communicating Library Impact on Retention: A Framework for Developing Reciprocal Value Propositions.” Journal of Library Administration, vol. 57, no. 3, Apr. 2017, pp. 311–326. EBSCOhost, doi:10.1080/01930826.2016.1243425.
This article explores the trends identified in a survey of library directors on efforts to document and communicate library contributions to student retention. Library deans/directors have little in the way of communication methods for sharing library impact on retention. Methods that are used tend to be unidirectional in nature. Based on these results, this article also presents a framework of stakeholder markets and examples of reciprocal value propositions library leaders could develop around library contributions to retention efforts. This in turn can assist with advocacy and the communication of academic library value to university leaders and other higher education stakeholders.
“Expressing library impact on student retention is a value proposition, and one that the authors argue should be approached through a reciprocal value proposition perspective rather than through a unidirectional method of communication.”
“Responses from those at several institutions acknowledged that assessing student learning outcomes in the area of information literacy is not a direct measure for documenting impact on student retention. However, responses from those at two institutions noted a mechanism that served as a direct measure of the impact on retention. Library employees at these institutions measured the impact of attendance in mandatory freshman library-orientation sessions on retention and found absenteeism to be highly predictive of dropout.”
Murray, Adam, et al. “The Value of Academic Libraries: Library Services as a Predictor of Student Retention.” College & Research Libraries, vol. 77, no. 5, Sept. 2016, pp. 631–642. EBSCOhost, doi:10.5860/crl.77.5.631.
Binary logistic regression yielded results that indicate a strong positive predictive relationship between library use of any kind with both freshmen and sophomore retention. These results suggest that academic libraries add value to institutional retention efforts.
Overall, library use can predict retention (χ2 = 575.72, p < .001, Nagelkerke R2 = .31). Specifically, the results indicate that freshman library use (β = 2.26, OR = 9.54, p < .001) in the spring semester positively predicted retention in the subsequent fall semester. Simply put, a freshman student at this institution who uses the library is 9.54 times more likely to be retained. Additionally, the same analysis indicated that, for sophomores, library use predicted retention (χ2 = 84.03, p < .001, Nagelkerke R2 = .10). Specifically, library use (β = 1.44, OR = 4.23, p < .001) in the spring semester positively predicted retention in the subsequent fall semester, in that students at this institution who used the library were 4.23 times more likely to be retained.
The current study, using individual-level library use and retention status data, found the opposite relationship. This study found library use—of any kind—was predictive of freshman-to-sophomore and sophomore-to-junior retention, with freshman library users being nine times more likely to be retained than nonusers. Sophomore library users were four times more likely to be retained than nonusers. Using the academic library for any reason was a significant positive predictor of retention for all of the students in the population.
For sophomores, checking items out and using electronic library resources were the biggest predictors.
Given this study’s findings that checking out items from the library or using electronic library resources have a significant positive predictive relationship with retention, the perception of library expenditures as a drain on institutional finances with no discernible return-on-investment is weakened. This study empowers library administrators to create the infrastructure necessary to determine the relationship between known library use at the individual level and student retention at their own institution.
Nichols Hess, Amanda, et al. “Books, Bytes, and Buildings: The Academic Library’s Unique Role in Improving Student Success.” Journal of Library Administration, vol. 55, no. 8, Nov. 2015, pp. 622–638. EBSCOhost, doi:10.1080/01930826.2015.1085241.
Oliveira, Silas M. “Retention Matters: Academic Libraries Leading the Way.” New Review of Academic Librarianship, vol. 24, no. 1, Jan. 2018, pp. 35–47. EBSCOhost, doi:10.1080/13614533.2017.1365003.
-----. “The Academic Library’s Role in Student Retention: A Review of the Literature.” Library Review, vol. 66, no. 4/5, May 2017, pp. 310–329. EBSCOhost, doi:10.1108/LR-12-2016-0102.
In the context of libraries, the main factors which contribute (or correlate) to student retention are: library instruction; spaces which provide social interaction and learning; and general materials' use.
Consistently findings indicate a strong positive correlation between the library's active participation in the students' academic life and engagement and students' success. In turn, student success is highly correlated to persistence and degree attainment. This, university administrators should intentionally support the library's efforts to increase retention rates.
By helping students achieve academic success, librarians make their most significant contribution to retention. This is achieved when librarians are actively and purposively creating bonds and interacting with students; providing social learning opportunities and facilities; research instruction initiatives which improves students' search skills and peer counseling programs; work in close partnership with teachers and academic departments; provide access to relevant databases, e-books, interlibrary loans, and in person reference interaction, all leading to better grades, more satisfaction and academic acculturation and success, which, again, leads to retention.
-----. “University Libraries Leading the Way through Choppy Waters: The Library’s Role in Student Retention.” IATUL Annual Conference Proceedings, no. 37, June 2016, pp. 163–173. EBSCOhost, login.trmproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=122943163&site=ehost-live.
The raison d'etre of any business is the returning customer. In education, the customer is the student who returns year after year until he or she graduates. This study will focus on how academic libraries can be leaders in their Institutions by adopting a user centered philosophy and services that will promote life-long learning, enhance students' academic experience, and promote engagement -which the literature and pertinent research identifies as key elements for student retention. The paper presents reports of earlier researches which correlated educational initiatives considered as high-impact practices with higher education student persistence. Having this discussion as a background, the paper addresses findings of studies which, in a more specific way, correlated library initiatives and services with student retention and proposed practical actions that academic library administrators can take to enhance student persistence.
There is a common understanding amongst higher education administrators that retention should be the concern of all the departments across campus. The library can be a key player in providing student engagement strategies. The more the library participates in engaging students in the academic life, the more it will contribute to students’ success and persistence. By helping students achieve academic success, librarians make their most significant contribution to retention. This is achieved when librarians are actively and purposefully creating bonds and interacting with students; providing social learning opportunities and facilities, research instruction initiatives which improves students’ search skills and peer counseling programs; work in close partnership with teachers and academic departments; provide access to relevant databases, e-books, interlibrary loans, and in-person reference interaction, all leading to better grades, more satisfaction, and academic acculturation, which again, leads to retention.
Librarians and libraries need to redefine their role to meet the challenges that student retention represents. They need to internalize the fact that they are partners in the academic endeavor, and not mere collaborators. The service mentality places libraries as a student support entity (second-string) which collaborates with other academic departments. Libraries need to acquire the image of a proactive organism, and not simply re-active to the institution’s academic and social needs.
Ramsey, Elizabeth, and Mary C. Aagard. “Academic Libraries as Active Contributors to Student Wellness.” College & Undergraduate Libraries, vol. 25, no. 4, Oct. 2018, pp. 328–334. EBSCOhost, doi:10.1080/10691316.2018.1517433.
“Colleges and universities have come to realize that student wellness is a factor in student retention and success. While academic libraries have not generally been included in wellness initiatives they are strategically placed on college campuses to play an essential role. By parlaying their reputations as trusted information providers and community centers, academic libraries can partner with more traditional campus health providers to be active and effective participants in this essential form of outreach.”
Renirie, Rebecca Hill. “Retention of Adult and Traditional Learners: Library Strategies for Student Success.” Journal of Library & Information Services in Distance Learning, vol. 11, no. 3/4, July 2017, pp. 314–329. EBSCOhost, doi:10.1080/1533290X.2017.1406876.
“Nontraditional adult learners are often treated as separate and distinct in their needs and desires from more traditionally-aged college students. As retention continues to be a critical issue for colleges and universities, academic units and departments turn their focus to student success. This review article examines strategies that institutions have taken to increase students' self-efficacy and engagement, and compares their usefulness for both nontraditional and traditional learners. These strategies are viewed through the lens of the academic library with suggestions for how distance librarians can support the institution in its retention efforts and the students themselves in their own success.”
“The lack of awareness of library resources and services for students in this body of literature is discouraging; it shows that academic librarians still have an uphill battle in terms of getting even skilled researchers to realize that libraries are more than just books.”
While not every strategy will be useful for every student, it may be best for libraries to apply a universal design thinking to service, in helping every student user with their retention in mind as the ultimate goal. Many of these strategies can and should take place in conjunction with other academic departments and personnel (colleges, deans, faculty) and support units (advising, registration, financial aid). Though libraries may not always be able to directly measure the impact of their resources, personnel, and programming on student retention, through actions like the above they can contribute to the overall mission of student success in higher education—no matter who those students are.
And finally, librarians can be sure to communicate clearly and consistently, sending the same welcoming message to every user. If these actions are taken, it may be easier for librarians to study their adult learners, their use or non-use of library resources and services, and draw conclusions on the learners’ subsequent retention.
Soria, K., Fransen, J., & Nackerud, S. (2017). The Impact of Academic Library Resources on Undergraduates’ Degree Completion. College & Research Libraries, 78(6). https://doi.org/10.5860/crl.78.6.812
Abstract
The purpose of this study was to examine the impact of first-year undergraduates’ (n = 5,368) use of academic library resources in their first year on their degree completion or continued enrollment after four years of study. Propensity score matching techniques were used to construct treatment (library users) and control (library nonusers) groups with similar background characteristics and college experiences. The results suggest that using the library at least one time in the first year of enrollment significantly increased the odds that students would graduate in four years or remain enrolled after four years as opposed to withdrawing from the university. First-year students who used electronic resources and books also had significantly improved odds of graduation over withdrawing, while students who used electronic books and took a library instruction course had significantly improved odds of remaining enrolled over withdrawing.
Soria, Krista M., Jan Fransen, and Shane Nackerud. "Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students." College & Research Libraries 78, no. 1 (January 1, 2017): 8-22. ERIC, EBSCOhost (accessed January 2, 2018). https://login.trmproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1125495&site=eds-live
The results of regression analyses suggest students’ use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students’ use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.
In this study, we sought to understand whether students’ use of academic libraries is associated with their academic engagement, engagement in scholarly activities, academic skills development, and grade point average.
Three areas of academic library use were positively and significantly associated with students’ academic engagement: students who had used books (interlibrary loans, e-books, or traditional book loans), students who used web-based services (academic journals, databases, or the libraries’ website), and students who used reference services (reference librarian or peer reference consultant) had significantly higher academic engagement over their peers who did not use these services . . .
Two areas of academic library use were positively and significantly associated with students’ academic engagement: students who had used books (interlibrary loans, e-books, or traditional book loans) and students who used web-based services (academic journals, databases, or the libraries’ website) had significantly higher academic skills, on average, over their peers who did not use these services . . .
The results of this study suggest that students’ use of academic libraries is positively associated with a variety of academic outcomes above and beyond other key measures, including demographic characteristics and collegiate environmental experiences. This study provides additional support for the ongoing importance of students’ use of academic libraries and the critical roles that libraries play in students’ academic development, engagement, skills, and achievement.
Stemmer, John K., and David M. Mahan. "Assessing the Library's Influence on Freshman and Senior Level Outcomes with User Surveys." Evidence Based Library & Information Practice 10, no. 2 (June 2015): 8-20. Library, Information Science & Technology Abstracts, EBSCOhost (accessed January 2, 2018). https://login.trmproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=103359808&site=eds-live
For freshman students, the ability to access the library online influences both retention and graduation. In looking at freshman learning outcomes represented by GPA, the results again indicate that the library has a positive influence on a student’s GPA. The library’s influence appears through two factors that highlight the library as a place: providing a place to study alone and as a place that has specialized equipment available to students. The library influences seniors’ cumulative GPA differently than for freshmen, primarily through the library’s role as an information resource. The variable check out books had a positive impact on senior’s GPA.
One library variable was determined to be a significant positive predictor of returning for the second year: Access library online
Researchers found that one library variable, Access library online (p<.05), was a significant predictor of graduation It was a positive predictor, and confirmation of this was associated with students graduating.
Additional library survey items were not significant in the model, but had significant positive correlation with students’ cumulative GPA at the end of the their freshman year (p<.01):
· Access library online
· Use computer for academic purposes
· Consult a reference librarian
The library has an influence on first-year and senior student outcomes but does not affect them in the same manner.
All of these aspects of the library’s operations are shown to be influential on student outcomes, but no single aspect is consistent from year to year as an individual students progress through their studies.
This study indicates that the library does have an influence on freshman and senior level outcomes, whether expressed as learning outcomes represented by cumulative GPA, or more typical student success outcomes, such as retention and graduation rates. This is true even when controlling for certain demographic characteristics, including the student’s ACT score, whether the student is part-time or full-time, and their session GPA.
Yamaguchi, Masami, and Joanna Richardson. “Demonstrating Academic Library Impact to Faculty: A Case Study.” Digital Library Perspectives, vol. 34, no. 2, Apr. 2018, pp. 137–150. EBSCOhost, doi:10.1108/DLP-09-2017-0034.
Young, Jeffrey R. "Libraries look to big data to measure their worth -- and better help students." https://www.edsurge.com/news/2017-11-17-libraries-look-to-big-data-to-measure-their-worth-and-better-help-students
“These days, though, libraries are finding new ways to measure their worth. They’re counting how many times students use electronic library resources or visit in person, and comparing that to how well the students do in their classes and how likely they are to stay in school and earn a degree. And many library leaders are finding a strong correlation, meaning that students who consume more library materials tend to be more successful academically.
Washburn University has been leading that charge. For the last six years, it has made the library a key partner in its student-success drive. Officials started carefully tracking how library use compares to other metrics, and it has made changes as a result—like moving the tutoring center and the writing lab into the library. Those moves were designed not only to lure more people into the stacks, but to make seeking help more socially-acceptable for students who might have been hesitant.
“We’ve destigmatized getting academic assistance,” says Bearman. “They can say, ‘I’m going to the library’” instead of having to announce that they’re going for tutoring.
Meanwhile, the retention rate at the university has risen 12 percentage points in the six years since officials started the library reforms. “That’s a massive increase at an open-admissions university,” says Bearman.”