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ERIC Number: ED346866
Record Type: Non-Journal
Publication Date: 1989
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Library Literacy of Incoming College Freshmen.
Krentz, Roger F.; Gerlach, Donald E.
This study of the impact of high school library media skills instruction on the college bound student was designed to determine whether high school students have learned sufficient library skills to enable them to use an academic library successfully upon entering college. A library awareness test was administered to first-semester students in several college classes at the University of Wisconsin-Platteville in the fall of 1988. Selected subjects were divided into a test group (n=44) and a control group (n=29) and a pretest was administered to both groups to determine the level of library media skills they had acquired in high school. Students in the test group were then required to sign up for a bibliographic session at the university library, after which a posttest was administered to provide a point of comparison for the two groups. The study achieved its primary objective, i.e., to show the level of library media resource and retrieval skills of incoming freshmen. However, a secondary outcome indicated that a 1.5 hour orientation session was inadequate to make a measurable impact for the test sample, and, in fact, resulted in a slightly lesser score for the test group. The control group gain was statistically insignificant. It is concluded that more effort should be directed toward increasing opportunities for bibliographic instruction at both the high school and academic levels, and additional research should be done in relation to the level of library competency of graduating high school students. Charts of information about library media skills, tables displaying the study data, and the library awareness questionnaire are included. (11 bibliographic endnotes) (BBM)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A