ournal of Academic Librarianship

The Journal of Academic Librarianship 39 (2013) 464–470

Contents lists available at ScienceDirect

The Journal of Academic Librarianship

Factors Predicting the Importance of Libraries and Research Activities for Undergraduates

Krista M. Soria University of Minnesota-Twin Cities, 272-4 McNamara Alumni Center, 200 Oak St. SE, Minneapolis, MN 55455, USA

E-mail address: [email protected].

0099-1333/$ – see front matter © 2013 Elsevier Inc. All ri http://dx.doi.org/10.1016/j.acalib.2013.08.017

a b s t r a c t

a r t i c l e i n f oArticle history: Received 12 July 2013 Accepted 26 August 2013 Available online 26 September 2013

Keywords: Value of libraries Importance of research activities Undergraduates SERU survey

While prior research has established linkages between undergraduate students’ library use, research participa- tion, and success, researchers know little about the importance undergraduates place upon libraries and research activities. Utilizing data from the Student Experience in the Research University (SERU) survey, the purpose of this paper was to examine factors associated with the importance of libraries and research among undergradu- ates at nine large, public research universities. The results of this study suggest a variety of factors are positively associated with the importance of libraries and research for students, including participation in research activi- ties, interest in medical or research careers, academic engagement, faculty interactions, library satisfaction, and development of library skills, among others.

© 2013 Elsevier Inc. All rights reserved.

Few would question the vital, symbiotic relationship academic li- braries have with the college and university campuses within which they reside. Kuh and Gonyea (2003, p. 256), for example, noted that “the library is the physicalmanifestation of the core values and activities of academic life”. While the value of academic libraries may seem axi- omatic, nearly two decades ago, Denham (1995, p. 38) suggested that librarieswere “under threat” as they faced critical issues that threatened their existence. While libraries have changed considerably in the last several decades, challenges to the value of libraries have persisted (Oakleaf, 2010). Several researchers have conducted studies addressing the complex and dynamic value of libraries for colleges and universities; for example, through a comprehensive literature review, Lindauer (1998) concluded that academic libraries make significant contribu- tions to campuses by promoting the quality of teaching and learning outcomes. In addition,Weiner (2008) found significant and positive as- sociations between library expenditures and the external reputation of institutions, suggesting the important role libraries hold in enhancing overall institutional prestige.

Researchers continue to document the multifaceted value of aca- demic libraries for colleges and universities amid a climate of persistent calls for increased assessment and accountability (Grallo, Chalmers, & Baker, 2012; Haddow, 2013; Haddow & Joseph, 2010; Hagel, Horn, Owen, & Currie, 2012; Oakleaf, 2010; Pritchard, 1996; Soria, Fransen, & Nackerud, 2013; Wong & Webb, 2011); yet, while prior research has deepened understanding of academic libraries’ value for campuses, a clear void in the literature exists with regards to understanding the importance undergraduate students place upon academic libraries and research activities. Consequently, the purpose of this study is to

ghts reserved.

investigate demographic, collegiate, and academic factors associated with the level of importance students place upon libraries and research activities.

This area of scholarship is significant to academic libraries for a vari- ety of reasons. Even before enrolling, many prospective high school stu- dents consider libraries important in their college choice decisions (Lombard, 2012; Reynolds, 2007). Librarians are therefore in a position to use information regarding the importance students place upon librar- ies and research to leverage additional resources, build more advanced facilities, and expand their collections, all of which could attract more applicants to their institutions. Undergraduate students who do not consider libraries important may not use library facilities or collections to support their academic work or regard them as vital network of re- sources on campus. A lack of engagement with libraries systems and fa- cilities could lead to immediate reduction of funding for libraries’ support services if they go underutilized. Additionally, students who do not use libraries may not be as successful as their peers: Soria et al. (2013) discovered students’ use of academic libraries is significantly and positively associated with their academic achievement and reten- tion controlling for other factors.

In the long-term, students who do not perceive libraries or research important to the enterprisemay not provide alumni support toward im- proving those areas (Clemes, Gan, & Kao, 2008; McAlexander & Koenig, 2001). Lack of student support for the value of libraries could negatively impact greater organizational support for libraries’ functions. The lack of organizational support for libraries is a matter of deep concern because libraries and librarians are sometimes considered ancillary to the enter- prise (Crowley, 1996), some have commented that academic libraries are largely invisible to university administrators (Hardesty, 2000), and universities have already lowered their proportion of financial expendi- tures to libraries in the last several decades (Association of Research

Table 1 Descriptive statistics for variables used in analysis.

Categorical variables used in analysis n % Coding/scale

Demographic and personal characteristics Female 9861 58.77 0 = male; 1 = female American Indian or Native American 68 .41 0 = White students;

1 race/ethnicity designated

African American 826 4.92 Hispanic 1884 11.23 Asian 2630 15.67 International 685 4.08 Other or unknown race or ethnicity 768 4.58 Household income b $19,999 1885 11.23 0 = $100,000 and over;

1 = income designatedHousehold income $20,000–$49,999 2784 16.59 Household income $50,000–$79,999 2941 17.53 Household income $80,000–$99,999 1836 10.94 Transfer student 2576 15.35 0 = non-transfer;

1 = transfer Freshman 2508 14.95 0 = senior; 1 = level

designatedSophomore 3491 20.81 Junior 4375 26.07

College experiences Lived in a fraternity or sorority 690 4.11 0 = lived in another

location; 1 = lived in designated location

Lived in a university residence hall or apartment

4628 27.58

Lived with family 891 5.31 Enrolled in at least one student research course

6649 39.63 0 = no; 1 = yes

Enrolled in at least one independent study course

3337 19.89

Assisted faculty in research with course credit

2883 17.18

Assisted faculty in research for pay without course credit

1682 10.02

Assisted faculty in research as a volunteer without course credit

2434 14.51

Career choice Artistic or creative professions 1549 9.23 0 = “I do not know”

and “other” careers; 1 = career designated

Business or finance professions 2568 15.30 Education 1085 6.47 Engineering or computer programming 2037 12.14 Law 1202 7.16 Medicine or health related professions 3842 22.90 Psychology or helping professions 835 4.98 Researcher or scientist 1022 6.09

Academic major Science, technology, engineering, or math

4778 28.48 0 = undeclared; 1 = yes

Arts or humanities 3021 18.03 Social sciences 1965 11.71 Business 2163 12.89 Education 245 1.46 Health and physical fitness 1420 8.46

Continuous variables used in analysis M SD Range

Cumulative grade point average 3.27 .54 .00 to 4.30 Academic engagement factor .00 1.00 −2.57 to 2.37 Importance of libraries and research factor .00 1.00 −3.46 to 2.55 Library skills factor .00 1.00 −8.89 to 6.21 Satisfaction with libraries and research factor

.00 1.00 −4.95 to 2.18

Faculty interactions factor .00 1.00 −2.66 to 4.52