Making Strategic Decisions: Conducting and Using Research on the Impact of Sequenced Library Instruction

Autor/inn/en	Lundstrom, Kacy; Martin, Pamela; Cochran, Dory
Titel	Making Strategic Decisions: Conducting and Using Research on the Impact of Sequenced Library Instruction
Quelle	In: College & Research Libraries, 77 (2016) 2, S.212-226 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
DOI	10.5860/crl.77.2.212
Schlagwörter	Decision Making; Grades (Scholastic); Library Instruction; Psychology; College Students; Writing (Composition); Student Surveys; Focus Groups; College Faculty; Academic Libraries; Statistical Analysis; Transcripts (Written Records); Student Records; Qualitative Research; Correlation; Utah + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Notenspiegel; Bibliotheksverzeichnis; Psychologie; Collegestudent; Schreibübung; Schülerbefragung; Fakultät; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Statistische Analyse; Schülerakte; Qualitative Forschung; Korrelation
Abstract	This study explores the relationship between course grades and sequenced library instruction interventions throughout psychology students' curriculum. Researchers conducted this study to inform decisions about sustaining and improving program integrations for first- and second-year composition courses and to improve discipline-level integrations. Researchers began with transcript analysis but soon incorporated student surveys and a faculty focus group to supplement the data and influence future directions. Findings confirmed that students benefit from meaningful collaborations with the library at strategic, sequenced points in their curriculum, including at the discipline level. This research also provided concrete information that brought about change at the classroom and programmatic level. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01