The results of this exploratory study indicate that library experiences of undergraduates
positively relate to select educationally purposeful activities, such as using computing
and information technology and interacting with faculty members. Those students
who more frequently use the library reflect a studious work ethic and engage in
academically challenging tasks that require higher-order thinking. Although certain
student background characteristics (race, major, year in school, transfer status, access
to computers) affect the nature and frequency of students’ library activities, the library
appears to be a positive learning environment for all students, especially members of
historically underrepresented groups.
At the same time, library use does not appear to contribute directly to gains in information
literacy and other desirable outcomes. This is not surprising, as rarely does
any single experience or set of activities during college affect student learning and
personal development one way or the other; rather, what is most important to college
impact is the nature and breadth of a student’s experiences over an extended period.
Academic librarians are well positioned to provide leadership and expertise to
outcomes associated with information literacy. However, higher education institutions
should not expect them to do this alone. The findings of this study indicate that
it takes a whole campus to produce an information-literate college graduate. For this
reason, librarians would do well to redouble their efforts to collaborate with faculty
members, instructional development staff, and student affairs professionals in promoting
the value of information literacy in various in-class and out-of-class activities and
to provide students with as many opportunities as possible to evaluate the quality of
the information they encounter, on and off the campus.