This post is the first in a series on evidence-based practices for using Adams Library toward Hope Scholarship eligibility and success. Read the full report.
Results are in! Studies show that use of library services and resources has a significant positive impact on grade point averages (GPAs). For students in pursuit of a Hope Scholarship, science is imploring you to use Adams Library. Not only that, but to make use of it in your first year. First-time, first-year undergraduate students who use the library have a higher GPA for their first semester and more likelihood of staying in school from fall to spring than students who don’t use the library.
You are now wondering, How can I use Adams Library to work toward a higher GPA? The research tells us how: use library resources, study in the library, attend a library instruction class, and more.
Easy evidence-based steps you can take to help your GPA:
- Spend at least 21 hours in Adams Library during your first and second semesters of college. Not sure where to study? Go on a library tour in the Fall.
- Swap your Google search for a library database search, like JSTOR or RIC Library Search, while working on at least 1 assignment during your first year.
- Attend at least 1 library instruction session with your class during your first or second year. (ex: ART 262)
- Search the library catalog to locate and borrow at least 1-2 books or eBooks for an assignment during your first year.
- Take advantage of the library's technology lending options. Borrow a laptop when you need one.
The upshot? These are simple actions you can start taking today to use Adams Library toward a GPA that will qualify you for a Hope Scholarship. You got this.
Further Reading
Gaha, U., Hinnefeld, S., & Pellegrino, C. (2018). The academic library’s contribution to student success: Library instruction and GPA. College & Research Libraries, 79(6), 737. https://crl.acrl.org/index.php/crl/article/view/16824
LeMaistre, T., Shi, Q., & Thanki, S. (2018). Connecting library use to student success. Portal: Libraries and the Academy, 18(1), 117–140. https://muse.jhu.edu/article/682829
Mao, J., & Kinsley, K. (2017). Embracing the generalized propensity score method: Measuring the effect of library usage on first-time-in-college student academic success. Evidence Based Library and Information Practice, 12(4), 129–157. https://doi.org/10.18438/B8BH35
Rowe, J., Leuzinger, J., Hargis, C., & Harker, K. R. (2021). The impact of library instruction on undergraduate student success: A four-year study. College & Research Libraries, 82(1), 7–18. https://crl.acrl.org/index.php/crl/article/view/24750
Scoulas, J. M., & De Groote, S. L. (2022). Impact of undergraduate students' library use on their learning beyond GPA: Mixed-methods approach. College & Research Libraries, 83(3), 452 473. https://crl.acrl.org/index.php/crl/article/view/24743
Soria, K. M., Fransen, J., & Nackerud, S. (2013). Library use and undergraduate student outcomes: New evidence for students' retention and academic success. Portal: Libraries and the Academy, 13(2), 147-164. https://muse.jhu.edu/article/504593/pdf
Soria, K. M., Fransen, J., & Nackerud, S. (2014). Stacks, serials, search engines, and students' success: First-year undergraduate students' library use, academic achievement, and retention. The Journal of Academic Librarianship, 40(1), 84–91. https://doi.org/10.1016/j.acalib.2013.12.002
Soria, K. M., Fransen, J., & Nackerud, S. (2017a). Beyond books: The extended academic benefits of library use for first-year college students. College & Research Libraries, 78(1), 8–22. https://crl.acrl.org/index.php/crl/article/view/16564
Wimberley, L., Cheney, E., & Ding, Y. (2020). Equitable student success via library support for textbooks. Reference Services Review, 48(3), 373–383. https://doi.org/10.1108/RSR-03-2020-0024
Adams Library is happy to announce the recipient of this year's research prize: Lucy Williams! Williams will receive a $500 award from the Friends of the Adams Library for her excellent research project, Fulfilling Our Promise: Renewing Dedication to Green Initiatives and Campus Safety by Making Rhode Island College a Bike-Friendly Campus, completed in FYW 100: Introduction to Academic Writing with Professor Becky Caouette.
Williams will present her research during a public reception at 2:00pm on Tuesday, April 22. Join us for this presentation of actionable research that could improve our campus! Refreshments provided.
The selection process was competitive. Thank you to all students who submitted work and congratulations, Lucy!