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ERIC Number: ED464643
Record Type: RIE
Publication Date: 2002
Pages: 143
Abstractor: N/A
ISBN: ISBN-0-8389-8177-1
Making the Grade: Academic Libraries and Student Success.
Kelly, Maurie Caitlin, Ed.; Kross, Andrea, Ed.
This book presents analyses that look at the many factors that can impact student success, such as technological capability, diversity, and information literacy. The importance of libraries' partnership with other members of the higher education community in working toward a common goal of student success is also examined. Further, the book gives practical examples of programs, policies, and projects designed to increase the success and retention of students. The following chapters are included: (1) "Library Mission Statements: Effective Tools for Change" (Andrea Kross); (2) "Holistic Approach to Diversity: Practical Projects for Promoting Inclusivity" (Arglenda Friday); (3) "Muses, Mind-sets, and Models: How Technology Is Shaping Library Services" (Elizabeth A. Dupuis); (4)"Fishing for Success: Faculty/Librarian Collaboration Nets Effective Library Assignments" (Caroline Gilson and Stephanie Michel); (5) "The Greatest Problem with Which the Library Is Confronted: A Survey of Academic Library Outreach to the Freshman Course" (Cindy Pierard and Kathryn Graves); (6) "The Role of the Library in Student Retention" (Darla Rushing and Deborah Poole); (7) "The Penn State Engineering Library and Women in Engineering Program: A Partnership To Encourage the Retention of Women Engineering Students" (Kelly M. Jordan); and (8) "Information Literacy (LIB 150) at Fort Lewis College: Innovative Approaches to Instruction in a Required Course" (Tina Evans). Each chapter contains references. (MES)
Association of College and Research Libraries, American Library Association, 50 East Huron St., Chicago, IL 60611 ($18; ACRL members $16.20). Tel: 866-746-7252 (Toll Free); Fax: 770-442-9742; Web site:
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A