PRINCIPLES AND PRACTICES IN USING BACKWARD DESIGN TO ENSURE UNDERGRADUATE STUDENT SUCCESS: A MULTIDISCIPLINARY APPROACH

2016 ◽  
Author(s):  
Samantha Coen ◽  
Barbara Caldwell ◽  
Janis Prince ◽  
Robert Lucio ◽  
Holly Atkins
Keyword(s):  
Student Success ◽  
Undergraduate Student ◽  
Multidisciplinary Approach ◽  
Backward Design

scholarly journals Delivering Information Literacy via Facebook: Here Comes the Spinach!

2019 ◽  
Vol 14 (2) ◽  
pp. 33-50
Author(s):  
A. F. Tyson ◽  
Anton Angelo ◽  
Brian McElwaine ◽  
Kiera Tauro
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Student ◽  
Additional Method ◽  
Targeted Interventions ◽  
Student Clubs ◽  
The University ◽  
Library Marketing

Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content.  Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers.  Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

A Close Look at Undergraduate Student Success

2014 ◽  
Vol 23 (4) ◽  
pp. 6-7
Author(s):  
Lee Skallerup Bessette
Keyword(s):  
Student Success ◽  
Undergraduate Student

scholarly journals Undergraduate Student Success and Library Use: A Multimethod Approach

2020 ◽  
Vol 81 (3) ◽  
Author(s):  
Jennifer Mayer ◽  
Rachel Dineen ◽  
Angela Rockwell ◽  
Jayne Blodgett
Keyword(s):  
Student Success ◽  
Undergraduate Student ◽  
Library Use ◽  
Multimethod Approach

Factors that contribute to undergraduate student success

2007 ◽  
Vol 12 (3) ◽  
pp. 377-391 ◽  
Author(s):  
Christine Dearnley ◽  
Bob Matthew
Keyword(s):  
Student Success ◽  
Undergraduate Student

scholarly journals The Impact of Library Instruction on Undergraduate Student Success: A Four-Year Study

2021 ◽  
Vol 82 (1) ◽  
pp. 7
Author(s):  
Jennifer Rowe ◽  
Julie Leuzinger ◽  
Carol Hargis ◽  
Karen Harker
Keyword(s):  
Student Success ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Library Instruction ◽  
Treatment Groups ◽  
The Core ◽  
English Class ◽  
Success Indicators ◽  
Data Points ◽  
The Impact

During a four-year period, librarians collected student data by card-swiping undergraduate students who attended one of the core English composition class-based one-shot instruction sessions provided at a large state-supported doctoral-granting university. Data for students who attended library instruction was anonymized and compared to the same data points for students who were enrolled in the English class but did not attend library instruction. The authors compared student success indicators for the control and treatment groups (GPA, pass or fail status in course, and retention) and found a positive correlation between attending library instruction and student success.

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