Insights and Strategies for Assessing Student Engagement and Success in Academic Libraries.
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| Title: | Insights and Strategies for Assessing Student Engagement and Success in Academic Libraries. |
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| Authors: | Scoulas, Jung Mi1 (AUTHOR) jscoul2@uic.edu, Oakleaf, Megan2 (AUTHOR), Croxton, Rebecca3 (AUTHOR), Nackerud, Shane4 (AUTHOR), Varnum, Ken5 (AUTHOR) |
| Source: | Journal of Library Administration. May/Jun2025, Vol. 65 Issue 4, p473-488. 16p. |
| Subject Terms: | *Student attitudes, *Student engagement, *Professional employee training, *Academic libraries, Data analytics |
| Abstract: | Understanding how students engage with the library and its impact on their learning and success is essential for both student support and the library's accountability to the institution and stakeholders. In this column, a panel of library learning analytics professionals share insights gleaned from learning analytics projects at their respective campuses and practical strategies based on their diverse approaches. The discussion explores how data enhances understanding and improvement of student learning, initial challenges such as privacy concerns, and ways to represent diverse student perspectives in campus discussions. This column also addresses who should be involved in these efforts, how librarians can collaborate effectively, strategies for smaller libraries with limited resources, and how staff can develop the necessary skills for this work. By examining different learning analytics approaches across institutions, libraries can gain valuable insights and tailor strategies to their specific needs and contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Library Administration is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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