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Table of Contents
Table of Contents 2
METHODOLOGY 8
THE QUESTIONNAIRE 9
HOW TO USE THE DATA 10
HOW TO READ THE DATA 10
SUMMARY OF MAIN FINDINGS 12
Chapter One: Percentage of students who have received instruction on how to use their college’s library 13
Chapter Two: Students’ ranking regarding the usefulness of library’s instruction 17
Chapter Three: Students’ ranking of their own skill level in using the various online databases offered by their college library 23
Chapter Four: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills 29
Chapter Five: Students’ evaluation of their need for training in using the college library 35
Chapter Six: Students’ understanding of the concept of Boolean searching 44
Chapter Seven: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library 49
Table 1.1: Percentage of students who have received instruction on how to use their college’s library 13
Table 1.2: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Age of the Student 13
Table 1.3: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Population Intensity of the Place of Origin 13
Table 1.4: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Geographic Region of Origin of the Student 13
Table 1.5: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Freshmen, Sophomores, Juniors & Seniors 13
Table 1.6: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Income Level of the Student’s Family of Origin 14
Table 1.7: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Level of Religiosity of the Student 14
Table 1.8: Percentage of students who have received instruction on how to use their college’s library, Broken Out by the Political Views of the Student 14
Table 1.9: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Grade Point Average or Equivalent 15
Table 1.10: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Academic Major or Focus 15
Table 1.11: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Gender of the Student 15
Table 1.12: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Public and Private College Students 15
Table 1.13: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Type of College Living Arrangement 15
Table 1.14: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Student Employment 16
Table 1.15: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Type of College 16
Table 1.16: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Size of Enrollment of College 16
Table 1.17: Percentage of students who have received instruction on how to use their college’s library, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended 16
Table 2.1: Students’ ranking regarding the usefulness of library’s instruction 17
Table 2.2: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Age of the Student 17
Table 2.3: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Population Intensity of the Place of Origin 17
Table 2.4: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Geographic Region of Origin of the Student 18
Table 2.5: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Freshmen, Sophomores, Juniors & Seniors 18
Table 2.6: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Income Level of the Student’s Family of Origin 18
Table 2.7: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Level of Religiosity of the Student 19
Table 2.8: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by the Political Views of the Student 19
Table 2.9: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Grade Point Average or Equivalent 20
Table 2.10: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Academic Major or Focus 20
Table 2.11: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Gender of the Student 20
Table 2.12: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Public and Private College Students 21
Table 2.13: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Type of College Living Arrangement 21
Table 2.14: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Student Employment 21
Table 2.15: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Type of College 22
Table 2.16: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Size of Enrollment of College 22
Table 2.17: Students’ ranking regarding the usefulness of library’s instruction, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended 22
Table 3.1: Students’ ranking of their own skill level in using the various online databases offered by their college library 23
Table 3.2: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Age of the Student 23
Table 3.3: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Population Intensity of the Place of Origin 23
Table 3.4: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Geographic Region of Origin of the Student 24
Table 3.5: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Freshmen, Sophomores, Juniors & Seniors 24
Table 3.6: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Income Level of the Student’s Family of Origin 24
Table 3.7: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Level of Religiosity of the Student 25
Table 3.8: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by the Political Views of the Student 25
Table 3.9: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Grade Point Average or Equivalent 26
Table 3.10: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Academic Major or Focus 26
Table 3.11: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Gender of the Student 26
Table 3.12: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Public and Private College Students 27
Table 3.13: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Type of College Living Arrangement 27
Table 3.14: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Student Employment 27
Table 3.15: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Type of College 28
Table 3.16: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Size of Enrollment of College 28
Table 3.17: Students’ ranking of their own skill level in using the various online databases offered by their college library, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended 28
Table 4.1: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills 29
Table 4.2: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Age of the Student 29
Table 4.3: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Population Intensity of the Place of Origin 29
Table 4.4: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Geographic Region of Origin of the Student 30
Table 4.5: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Freshmen, Sophomores, Juniors & Seniors 30
Table 4.6: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Income Level of the Student’s Family of Origin 30
Table 4.7: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Level of Religiosity of the Student 31
Table 4.8: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by the Political Views of the Student 31
Table 4.9: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Grade Point Average or Equivalent 31
Table 4.10: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Academic Major or Focus 32
Table 4.11: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Gender of the Student 32
Table 4.12: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Public and Private College Students 32
Table 4.13: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Type of College Living Arrangement 33
Table 4.14: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Student Employment 33
Table 4.15: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Type of College 33
Table 4.16: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Size of Enrollment of College 34
Table 4.17: Students’ opinion on whether their college should have a required course in information literacy that focuses on skills like conducting database & Internet searches, using ebook collections, citation software, and other library-related research skills, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended 34
Table 5.1: Students’ evaluation of their need for training in using the college library 35
Table 5.2: Students’ evaluation of their need for training in using the college library, Broken Out by Age of the Student 35
Table 5.3: Students’ evaluation of their need for training in using the college library, Broken Out by Population Intensity of the Place of Origin 36
Table 5.4: Students’ evaluation of their need for training in using the college library, Broken Out by Geographic Region of Origin of the Student 36
Table 5.5: Students’ evaluation of their need for training in using the college library, Broken Out by Freshmen, Sophomores, Juniors & Seniors 37
Table 5.6: Students’ evaluation of their need for training in using the college library, Broken Out by Income Level of the Student’s Family of Origin 37
Table 5.7: Students’ evaluation of their need for training in using the college library, Broken Out by Level of Religiosity of the Student 38
Table 5.8: Students’ evaluation of their need for training in using the college library, Broken Out by the Political Views of the Student 39
Table 5.9: Students’ evaluation of their need for training in using the college library, Broken Out by Grade Point Average or Equivalent 39
Table 5.10: Students’ evaluation of their need for training in using the college library, Broken Out by Academic Major or Focus 40
Table 5.11: Students’ evaluation of their need for training in using the college library, Broken Out by Gender of the Student 40
Table 5.12: Students’ evaluation of their need for training in using the college library, Broken Out by Public and Private College Students 41
Table 5.13: Students’ evaluation of their need for training in using the college library, Broken Out by Type of College Living Arrangement 41
Table 5.14: Students’ evaluation of their need for training in using the college library, Broken Out by Student Employment 42
Table 5.15: Students’ evaluation of their need for training in using the college library, Broken Out by Type of College 42
Table 5.16: Students’ evaluation of their need for training in using the college library, Broken Out by Size of Enrollment of College 43
Table 5.17: Students’ evaluation of their need for training in using the college library, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended 43
Table 6.1: Students’ understanding of the concept of Boolean searching 44
Table 6.2: Students’ understanding of the concept of Boolean searching, Broken Out by Age of the Student 44
Table 6.3: Students’ understanding of the concept of Boolean searching, Broken Out by Population Intensity of the Place of Origin 44
Table 6.4: Students’ understanding of the concept of Boolean searching, Broken Out by Geographic Region of Origin of the Student 44
Table 6.5: Students’ understanding of the concept of Boolean searching, Broken Out by Freshmen, Sophomores, Juniors & Seniors 45
Table 6.6: Students’ understanding of the concept of Boolean searching, Broken Out by Income Level of the Student’s Family of Origin 45
Table 6.7: Students’ understanding of the concept of Boolean searching, Broken Out by Level of Religiosity of the Student 45
Table 6.8: Students’ understanding of the concept of Boolean searching, Broken Out by the Political Views of the Student 46
Table 6.9: Students’ understanding of the concept of Boolean searching, Broken Out by Grade Point Average or Equivalent 46
Table 6.10: Students’ understanding of the concept of Boolean searching, Broken Out by Academic Major or Focus 46
Table 6.11: Students’ understanding of the concept of Boolean searching, Broken Out by Gender of the Student 46
Table 6.12: Students’ understanding of the concept of Boolean searching, Broken Out by Public and Private College Students 47
Table 6.13: Students’ understanding of the concept of Boolean searching, Broken Out by Type of College Living Arrangement 47
Table 6.14: Students’ understanding of the concept of Boolean searching, Broken Out by Student Employment 47
Table 6.15: Students’ understanding of the concept of Boolean searching, Broken Out by Type of College 48
Table 6.16: Students’ understanding of the concept of Boolean searching, Broken Out by Size of Enrollment of College 48
Table 6.17: Students’ understanding of the concept of Boolean searching, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended 48
Table 7.1: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library 49
Table 7.2: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Age of the Student 49
Table 7.3: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Population Intensity of the Place of Origin 49
Table 7.4: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Geographic Region of Origin of the Student 50
Table 7.5: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Freshmen, Sophomores, Juniors & Seniors 50
Table 7.6: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Income Level of the Student’s Family of Origin 50
Table 7.7: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Level of Religiosity of the Student 51
Table 7.8: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by the Political Views of the Student 51
Table 7.9: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Grade Point Average or Equivalent 51
Table 7.10: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Academic Major or Focus 52
Table 7.11: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Gender of the Student 52
Table 7.12: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Public and Private College Students 52
Table 7.13: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Type of College Living Arrangement 53
Table 7.14: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Student Employment 53
Table 7.15: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Type of College 53
Table 7.16: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Size of Enrollment of College 53
Table 7.17: Percentage of students who have ever used an online tutorial offered by their college library to learn about how to use some feature or service offered by the college library, Broken Out by Publicly Claimed Mean SAT Acceptance Score of the College Attended 54
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