The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Academic library non/low use and undergraduate student achievement: A preliminary report of research in progress
Open accessAbstract
Purpose: This paper aims to report an ongoing investigation of library use at Huddersfield University that has identified a historical correlation between library usage and degree classification. Design/methodology/approach: Three sets of data – use of electronic resources, book loans, and visits to the library – when represented graphically show consistent amounts of no and low use at campus, academic school, degree‐type and course level. Combining these findings with data showing academic achievement raises the question: is there a positive correlation between library use and attainment? Findings: Understandably, library usage varies between academic schools and there are often pedagogic reasons for low usage, but it would appear that, in some subjects, students who “read” more, measured in terms of borrowing books and accessing electronic resources, achieve better grades. Research limitations/implications: Further work will focus on undergraduate, fulltime students at the main university campus. Practical implications: It is intended to discover the reasons behind non/low use so as to develop then trial effective interventions for improving the grades of all students, from the bottom up, rather than just supporting those that are already high flyers. The results will inform both library service delivery and university goals concerning the quality of the student learning experience, improving retention and improving the level of final degree award. Originality/value: The paper shows that there are implications for all subjects and all levels of achievement at the university.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“This study found some indication that students who used more electronic resources and those who borrowed more books tended to have better grades.”
From The Impact of Library Resource Utilization on Undergraduate Students’ Academic Performance: A Propensity Score Matching Design (2015) · cites this paper as [14]
The cited source says what the claim attributes to it.
In the citing paper
“Throughout the library and information studies literature, findings from a variety of studies have shown that library usage is positively correlated with academic success.10”
From Quantifying Library Engagement: Aligning Library, Institutional, and Student Success Data (2020) · cites this paper as [10]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Return on Investment: Libraries and Student Retention
Mezick, E. M. (2007) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2007.05.002 · Cited by 117
Research works printed but not linked: 15
- Banwell, L. and Coulson, G. (2004), “Users and user study methodology: the JUBILEE project”, Information Research, Vol. 9 No. 2, available at: http://InformationR.net/ir/9‐2/paper167.html (accessed 16 May 2010).
- Bowden, J. (2008), “Why do nursing students who consider leaving stay on their course?”, Nurse Researcher, Vol. 15 No. 3, pp. 45‐58. · DOI
- Brophy, P. (2008), “Telling the story: qualitative approaches to measuring the performance of emerging library services”, Performance Measurement and Metrics, Vol. 9 No. 1, pp. 7‐17. · DOI
- De Jager, K. (2002), “Impacts and outcomes: searching for the most elusive indicators of academic library performance”, Meaningful Measures for Emerging Realities, Proceedings of the 4th Northumbria International Conference on Performance Measurement in Libraries and Information Services 2001, Association of Research Libraries, Washington, DC, pp. 291‐7.
- Gladwell, M. (2008), Outliers: The Story of Success, Penguin, London.
- Hurst, S. and Leonard, J. (2007), “Garbage in, garbage out: the effect of library instruction on the quality of students' term papers”, Electronic Journal of Academic and Special Librarianship, Vol. 8 No. 1, pp. 1‐12, available at: http://southernlibrarianship.icaap.org/content/v08n01/hurst_s01.htm (accessed 4 April 2010).
- Jerabek, J.A., Meyer, L.S. and Kordinak, S.T. (2001), “‘Library anxiety’ and ‘computer anxiety’: measures, validity, and research implications”, Library and Information Science Research, Vol. 23 No. 3, pp. 277‐89. · DOI
- Koch, T. (1998), “Story telling: is it really research?”, Journal of Advanced Nursing, Vol. 28 No. 6, pp. 1182‐90. · DOI
- Mann, P.H. (1974), Students and Books, Routledge and Kegan Paul, London.
- Mellon, C.A. (1986), “Library anxiety: a grounded theory and its development”, College and Research Libraries, Vol. 47 No. 2, pp. 160‐5. · DOI
- Middleton, A. (2005), “An attempt to quantify the quality of student bibliographies”, Performance Measurement and Metrics, Vol. 6 No. 1, pp. 7‐18. · DOI
- Orton‐Johnson, K. (2009), “‘I've stuck to the path I'm afraid’: exploring student non‐use of blended learning”, British Journal of Educational Technology, Vol. 40 No. 5, pp. 837‐47. · DOI
- Pickard, A. (2005), “The role of effective intervention in promoting the value of electronic information services in the learning process”, Performance Measurement and Metrics, Vol. 6 No. 3, pp. 172‐82. · DOI
- Toner, L. (2008), “Non‐use of library services by students in a UK academic library”, Evidence Based Library and Information Practice, Vol. 3 No. 2, pp. 18‐29. · DOI
- White, S. and Stone, G. (2010), “Maximising use of library resources at the University of Huddersfield”, paper presented at UKSG 33rd Annual Conference and Exhibition, Edinburgh International Conference Centre, 12‐14 April, available at: http://eprints.hud.ac.uk/7248/(accessed 16 May).
Cited by
Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships
Delaney, G., & Bates, J. (2015) · New Review of Academic Librarianship · doi:10.1080/13614533.2014.911194 · Cited by 133
Measuring the Academic Impact of Libraries
Allison, D. (2015) · portal: Libraries and the Academy · doi:10.1353/pla.2015.0001 · Cited by 62
Kot, F. C., & Jones, J. L. (2015) · College & Research Libraries · doi:10.5860/crl.76.5.566 · Cited by 47
Unethical Numbers? A Meta-analysis of Library Learning Analytics Studies
Robertshaw, M. B., & Asher, A. (2019) · Library Trends · doi:10.1353/lib.2019.0031 · Cited by 42
The Impact of Library Instruction on Undergraduate Student Success: A Four-Year Study
Rowe, J., Leuzinger, J., Hargis, C., & Harker, K. (2021) · College & Research Libraries · doi:10.5860/crl.82.1.7 · Cited by 31
Metadata
- Authors
- Goodall, D., & Pattern, D.
- Affiliations
- Northumbria University (GB)
- University of Huddersfield (GB)
- Venue
- Library Management
- Publisher
- Emerald
- Published
- 2011-02-22
- Volume
- 32
- Issue
- 3
- Pages
- 159-170
- ISSN
- 0143-5124 (ISSN-L)
- OpenAlex
- W2136309526
- Cited by
- 102
- References
- 1
- Citations by year
- 2026: 4 · 2025: 2 · 2023: 3 · 2022: 3 · 2021: 7 · 2020: 10 · 2019: 11 · 2018: 5 · 2017: 9 · 2016: 6 · 2015: 12 · 2014: 8 · 2013: 9 · 2012: 11
- FWCI
- 67.31
- Type
- journal article
- Language
- en
- Open access
- green
- eprints.hud.ac.uk
- Locations
- Library Management (publishedVersion)
- Northumbria Research Link (Northumbria University) (acceptedVersion)
- University of Huddersfield Repository (University of Huddersfield) (submittedVersion)
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Library and Information Sciences › Library Science and Information
- Social Sciences › Library and Information Sciences › Library Collection Development and Digital Resources
- Keywords
- academic library use, degree classification, electronic resources, book loans, library visits, academic schools, student retention, library service delivery
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
