The Lasting Impact of a Library Credit Course

Autor/in	Wang, Rui
Titel	The Lasting Impact of a Library Credit Course
Quelle	In: portal: Libraries and the Academy, 6 (2006) 1, S.79-92 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Grades (Scholastic); Citations (References); Comparative Analysis; Library Skills; College Students; Bibliographies; Library Instruction; Instructional Effectiveness; Elective Courses + Suchen Sie Ihr Suchwort? Notenspiegel; Citations; Zitat; Collegestudent; Bibliotheksverzeichnis; Unterrichtserfolg; Elective course; Wahlkurs
Abstract	This study found that there were statistically significant differences in citation use and grades between students who took a library credit course and students who did not. The results of independent samples t-tests indicated that the student group that took a library credit course cited more scholarly resources, produced fewer incomplete citations, and received higher grades for its papers and courses. The data included 836 citations produced by 120 student papers and the students' grades for their papers and courses in the fall of 2004. Additionally, the survey results revealed that the students' acquisition of bibliographic research and citation skills was directly attributable to the library credit course, whereas their counterparts tended to rely on informal sources. The evidence supports the lasting impact of a library credit course on student learning. (Contains 3 tables and 35 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10