Academic library performance measures and undergraduates' library use and educational outcomes |
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| Institution: | 1. School of Information Sciences, University of Tennessee, USA;2. University of Tennessee Libraries, USA;1. Department of Educational Leadership and Policy Analysis, University of Missouri, 202 Hill Hall, Columbia, MO 65211, United States;2. School of Information Science & Learning Technologies, University of Missouri, 303 Townsend Hall, Columbia, MO 65211, United States;1. Faculty of Industrial Management, Universiti Malaysia Pahang (UMP), Lebuhraya Tun Razak, Gambang, 26300, Kuantan, Pahang, Malaysia;2. Faculty of Mechanical Engineering, Universiti Malaysia Pahang (UMP), 26600 Pekan, Pahang, Malaysia;1. Facultad de Educación, Pontificia Universidad Católica de Chile, Campus San Joaquín, Avda. V. Mackenna 4860, Macul, 7820436 Santiago, Chile;2. Australian Digital Futures Institute, University of Southern Queensland, Brisbane, Australia;3. CDDoc, Pontificia Universidad Católica de Chile, Campus San Joaquín, Avda. V. Mackenna 4860, Macul, 7820436 Santiago, Chile;4. Facultad de Ingeniería, Pontificia Universidad Católica de Chile, Campus San Joaquín, Avda. V. Mackenna 4860, Macul, 7820436 Santiago, Chile;5. SIBUC, Pontificia Universidad Católica de Chile, Campus San Joaquín, Avda. V. Mackenna 4860, Macul, 7820436 Santiago, Chile |
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| Abstract: | This study investigated the relationship between an institution's academic library performance measures and undergraduates' library use and educational outcomes. The sample consisted of 7,958 undergraduates attending 36 colleges and universities representing four institutional types. Regression analyses determined the relationship between academic library performance measures and library use and self-reported gains in critical thinking while controlling for undergraduates' background characteristics and college experiences. Greater utilization of academic library services had a negative relationship with undergraduate library use at two institutional types. However, undergraduates attending research universities with greater academic library resources had higher self-reported gains in critical thinking. Regressions for the four institutional types explained 25% to 32% of the variance for library use and 22% to 27% of the variance for self-reported gains in critical thinking. The results provide a better understanding of how academic library resources and services affect both library usage and educational outcomes. |
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