Abstract
In this article, a team from the University of Minnesota presents the findings of their recent study of first-year students’ use of academic library resources and their learning outcomes. By examining student-reported feedback about library use (checking out books, using electronic resources, engaging in reference services, etc.) and about high-level learning outcomes (critical thinking and analytical skills, writing skills, and reading comprehension), the authors argue that the use of library resources does play a role in students’ development of learning outcomes.
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