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Adams Library + Hope Scholarship

Evidence-based strategies for using the library toward Hope Scholarship eligibility and success

Introduction

Launched in 2023, the Hope Scholarship presents a transformative opportunity for in-state students to attend Rhode Island College tuition-free during their junior and senior years. 

 

For students in pursuit of a Hope Scholarship, Adams Library has a lot to offer! In Fall 2024, we conducted a systematic investigation to find core library offerings that correlate with Hope Scholarship eligibility requirements, such as qualifying GPA and staying on track to graduate in 4 years. We reviewed research published in the past 10 years with a focus on first-year, commuter, first-generation, and Pell-recipient students.

 

Findings are outlined below along with actionable, evidence-based steps that students can take to maximize their use of Adams Library toward Hope Scholarship success. Highlights will be shared on @riclibrary social media and the Notes from Adams Library blog. 

Key Findings

  • Use of academic library services and resources has a statistically significant positive association with grade point averages (GPAs). First-time, first-year undergraduate students who use the library have a higher GPA for their first semester and higher retention from fall to spring than non-library users. Uses included: use of online resources (database and journal usage); use of library space (e.g. 21 hours spent in the library during the first semester); attending at least one library instruction class; enrollment in library credit-bearing courses; access to open educational resources; and book and technology loans.

 

  • There is a strong positive predictive relationship between academic library use of any kind with both first-year and sophomore retention. Students’ use of books and web-based services (i.e. database, journal, and library website) had the most positive and significant relationships with academic outcomes. Students’ attendance during library instruction classes and use of reference services were positively associated with their academic engagement and skills. Commuter students identified physical and environmental library features that informed their ability to successfully engage in academic work. They valued the library as a distraction-free place, in contrast to the constraints they experienced in other places—including home and the commute. Uses of Open Education Resources (OERs) mediated through the library reduced course materials costs and had a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course.

 

  • Graduation rates were positively associated with several types of library use. Students who used the library during the first year of enrollment significantly increased the odds that they would graduate in four years. First-year students who used library electronic resources and books also had significantly improved odds of graduation over withdrawing, while students who used electronic books and took a library instruction course had significantly improved odds of remaining enrolled over withdrawing. Students who took library credit-bearing courses during their undergraduate career were found to graduate at much higher rates than students who never took the class.

Strategies for Students

Here is a list of evidence-based strategies for using Adams Library to achieve your Hope Scholarship goals.

 

  • To improve your grades and GPA
    • Spend 21 hours in Adams Library during your first semester of college. Not sure where to study? We offer library tours in the Fall.
    • Swap your Google search for a library database, like JSTOR or RIC Library Search, while working on at least one assignment during your first year.
    • Attend at least one library instruction session with your class during your first or second year. 
    • Search the library catalog to locate and borrow at least one book or eBook for an assignment during your first year.
    • Take advantage of the library's technology lending options. Borrow a laptop when you need one. 

 

  • To stay in school through the first 2 years, even while you work jobs and commute. We can help!
    • If you’re too busy to study in the library, make a goal for yourself to use the library website to find eBooks and articles. Studies show that students’ use of books and web-based services (i.e. subject databases, course and subject guides) had the most positive, significant relationship with academic outcomes in the first two years.
    • Meet with your subject librarian in person or on zoom to find information and organize your research for an assignment. Students who use the library’s research services are more academically engaged and skilled. Use live chat, make an appointment, or visit the reference desk and workroom on the main floor of the library.
    • Use the library building to complete assignments, meet with classmates, and de-stress between classes, especially if you commute. Studies show that commuter students more successfully engage in academic work while in the academic library when compared with other settings such as home and the commute. Reserve a group study room on Level 1A or go to the Silent Study area on Level 2. It is the ultimate distraction-free environment.

 

  • To stay on track to graduate in 4 years
    • Analysis is in progress. Details to come in March 2025!

 

References

General

  • Aagard, M. C., Antunez, M. Y., & Sand, J. N. (2015). Learning from degree-seeking older adult students in a university library. Reference Services Review, 43(2), 215–230. https://doi.org/10.1108/RSR-06-2014-0017
  • Clark, K. T., Gabriel, H. M., & Borysewicz, K. (2020). Development, implementation and importance of an undergraduate peer research consultant program at the university of north dakota’s chester fritz library. Reference Services Review, 48(4), 579–600. https://doi.org/10.1108/RSR-05-2020-0036
  • De Groote, S. L., & Scoulas, J. M. (2022). The impact of the academic library on students' success, in their own words. Portal: Libraries and the Academy, 22(2), 355–374. https://ric.on.worldcat.org/oclc/9689693017 
  • LeMaistre, T., Shi, Q., & Thanki, S. (2018). Connecting library use to student success. Portal: Libraries and the Academy, 18(1), 117–140. https://ric.on.worldcat.org/oclc/7283741968
  • 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
  • Cook, J. M. (2014). A library credit course and student success rates: A longitudinal study. College & Research Libraries, 75(3), 272–283. https://ric.on.worldcat.org/oclc/5897376285
  • Murray, A., Ireland, A., & Hackathorn, J. (2016). The value of academic libraries: Library services as a predictor of student retention. College & Research Libraries, 77(5), 631–642. https://doi.org/10.5860/crl.77.5.631
  • 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://ric.on.worldcat.org/oclc/9402603142 
  • Sara Sharun. (2015). Enrollment in a library credit course is positively related to the college graduation rates of full time students. Evidence Based Library and Information Practice, 10(2)https://doi.org/10.18438/B85W21

 

GPA

  • 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 
  • 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://ric.on.worldcat.org/oclc/9689541619
  • 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. http://ric.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=131698466&site=ehost-live
  • Heady, C., Morrison, M. M., & Vossler, J. (2018). Ecological study of graduation rates and GPA in a library credit course. The Journal of Academic Librarianship, 44(5), 642–649. https://doi.org/10.1016/j.acalib.2018.07.010

 

Retention

  • Murray, A., Ireland, A., & Hackathorn, J. (2016). The value of academic libraries: Library services as a predictor of student retention. College & Research Libraries, 77(5), 631–642. https://doi.org/10.5860/crl.77.5.631
  • 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. (2017). The impact of academic library resources on undergraduates’ degree completion. College & Research Libraries, 78(6), 812. http://ric.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=124996080&site=ehost-live

 

Commuter Students

  • Hodge, M. (2022). Library mood: Re-creating the library experience from home. Portal: Libraries and the Academy, 22(1), 227–240. https://ric.on.worldcat.org/oclc/9689528413
  • Regalado, M., & Smale, M. A. (2015). "I am more productive in the library because it's quiet": Commuter students in the college library. College & Research Libraries, 76(7), 899–913. https://ric.on.worldcat.org/oclc/6001097717 
  • Rose, R., Nesbitt, T., & Galloup, A. (2020). Hosting art exhibits to enhance student engagement: A case study at a commuter college. New Review of Academic Librarianship, 26(2-4), 385–402. https://ric.on.worldcat.org/oclc/9402614245 

 

First-Year Students

  • Murray, A., Ireland, A., & Hackathorn, J. (2016). The value of academic libraries: Library services as a predictor of student retention. College & Research Libraries, 77(5), 631–642. https://doi.org/10.5860/crl.77.5.631
  • 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://ric.on.worldcat.org/oclc/7132234367
  • 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. (2017b). Beyond books: The extended academic benefits of library use for first-year college students. College & Research Libraries, 78(1), 8.
     

Acknowledgements

This report is a collaborative effort based on research and analysis by the following individuals.

 

  • Amy Barlow, Associate Professor and Reference Librarian
  • Rebecca Docter, Part-Time Reference Librarian

 

Last update: 1/30/25

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