Abstract
The current study sought to measure the influence of a one-hour library training/orientation session on college students' library use and library skill development. Data analysis revealed a statistically significant increase in student library use while there was no statistically significant increase in library skill development. Some issues, however, limited the utility of the findings. This paper also critiques the study's design with the intention of helping future researchers plan for occurrences that may limit the accuracy of their findings.
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