This document discusses a library approach to supporting student success in gateway courses at Nevada State College. It describes how the library collaborated with a required first-year experience course to develop an online library guide module. Students who participated in the library guide module or used the online library more achieved higher grades on their research assignment compared to students who did not participate or used the library less. The library plans to continue collaborating with faculty and developing online library instruction modules to support student learning outcomes.

1. Supporting Student Success in
Gateway Courses: A Library Approach
Francesca Marineo, Instructional Design Librarian
Nevada State College

2. Institutional Background
Nevada State College
• One of 13 Gateways to Completion (G2C)
founding institutions
• Located in Henderson, Nevada
• 3,500 students
• Only 4-year public institution in the state
• First digital library in the state with over 1.4
million ebooks

3. Course Context
CEP 123 – College & Career Success
• Required first-year experience course
• Information literacy/critical thinking student
learning outcomes
• In-person library instruction model ➤ online
instruction
• Fall 2015 Case Study:
o 11 sections
o 5 included Library Guide
 3 also had in-person instruction

4. The Process
1. Evidence of Need
2. Collaborative Process
3. Design & Implement Library Guide
4. Assessment and Evaluation

9. Students who
participated in the CEP
Library Guide module
achieved higher grades
on their research
assignment than those
who did not.
65.07%
80.61%
Did not Participate Participated
Average Research Assignment Grade
by Module Participation

10. Students who used the
library more achieved
higher grades on their
research assignment
than those who used it
less.0%
50%
100%
150%
0 5 10 15 20 25 30
ResearchGrade
Online Library Sessions
Student Grades on Research Assignment by Online
Library Use

11. Future Directions

12. Thank you!
Francesca Marineo
francesca.marineo@nsc.edu
Instructional Design Librarian
Nevada State College
Questions?

13. References
Borrelli S., Johnson C., & Cummings L. (2009). The ILE project: A scalable option for customized information literacy instruction and assessment. Communications In
Information Literacy, 3(2), 128-141.
Burke, J. J. & Tumbleson, B. E. (2016). LMS embedded librarianship and the educational role of librarians. Library Technology Reports, 52(2), 5-9.
Haddow, G., & Joseph, J. (2010). Loans, logins, and lasting the course: academic library use and student retention. Australian Academic & Research Libraries, 41(4), 233–
244.
Head, A. J. (2013). Learning the ropes: How freshmen conduct course research once they enter college. Project Information Literacy Research Report.
Lange, J., Canuel, R., & Fitzgibbons, M. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information
Literacy, 5(2), 66.
Mery, Y., Newby, J., & Peng, K. (2012). Why one-shot information literacy sessions are not the future of instruction: A case for online credit courses. College & Research
Libraries, 73(4), 366-377.
Southwell, K., & Brook, J. (2004). Embedded assignment guides - point of need instruction on the Web. Georgia Library Quarterly, 41(1), 5–8.
Weaver, M. (2013). Student journey work: A review of academic library contributions to student transition and success. New Review of Academic Librarianship, 19(2),
101–124.
Zhang, Q., Goodman, M., & Xie, S. (2015). Integrating library instruction into the course management system for a first-year engineering class: an evidence-based study
measuring the effectiveness of blended learning on students' information literacy levels. College & Research Libraries, 76(7), 934-958.