Methodological Proposal for an Interventional Study to Assess Value in Academic Libraries among Collegiate Freshmen

Abstract

Universities, and especially their libraries, have faced severe budget cuts in recent years, forcing academic libraries to demonstrate value to their institutions. Numerous observational studies have established a correlation between library utilization and value metrics. The next step is an interventional study, which attempts to control extraneous factors. This type of research can be difficult to design. This article proposes one method. Through an interventional study among undergraduate freshman, libraries can provide supplemental library instruction in order to determine if student exposure to available resources increases student GPA and retention. These outcomes are used as measures of user and financial value based on current research trends. The methodology involves dividing university seminar course sections into two groups: one which receives additional library instruction and one which does not. The course sections will be evenly divided along major and college. After instruction is administered, students’ academic records will be collected to assess GPA and collegiate retention. Statistics will only be processed as aggregates in order to protect individuals. The planned parsimony of this model allows researchers to draw the clearest linkage between exposure to library resources and academic outcomes.