Document Type
Article
Journal/Book Title/Conference
College & Research Libraries
Volume
77
Issue
2
Publication Date
Spring 3-2016
First Page
212
Last Page
226
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License
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.
Recommended Citation
Lundstrom, K., Martin, P., & Cochran, D. (2016). Making strategic decisions: Conducting and using research on the impact of sequenced library instruction. College & Research Libraries, 77(2). https://doi.org/10.5860/crl.77.2.212
