Impact of Undergraduate Students’ Library Use on Their Learning beyond GPA: Mixed-Methods Approach

Jung Mi Scoulas; Sandra L. De Groote

doi:10.5860/crl.83.3.452

College & Research Libraries (C&RL) is the official, bi-monthly, online-only scholarly research journal of
the Association of College & Research Libraries, a division of the American Library Association.

About The Authors

Jung Mi Scoulas is Assistant Professor and Assessment Coordinator in the University Library at the University of Illinois Chicago; email: jscoul2@uic.edu.

Jung Mi Scoulas is a clinical assistant professor and assessment coordinator at the University of Illinois at Chicago, University Library.

Sandra L. De Groote is Professor and Head of Assessment and Scholarly Communications in the University Library at the University of Illinois Chicago; email: sgroote@uic.edu.

Sandra L. De Groote is a professor and head of assessment and scholarly communications at the University of Illinois at Chicago, University Library.

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Impact of Undergraduate Students’ Library Use on Their Learning beyond GPA: Mixed-Methods Approach

Jung Mi Scoulas, Sandra L. De Groote

Abstract

The research aims to identify the primary reason for students’ library use, to explore how they characterize academic success, and to further examine the impact of library usage on student learning outcomes beyond GPA, through a mixed-methods approach. By surveying and interviewing 27 undergraduate students during 2019–2020, the findings revealed that almost every participant strongly believed that their use of library space was positively associated with their GPA, independent of how often they would use the library. While many participants defined academic success as getting a good grade, some identified academic success as developing application skills and obtaining new knowledge.