Bridging the information literacy gap: library participation in summer transition programs

Abstract

Purpose

With Complete College America and renewed interest in performance‐based funding models for higher education, colleges are focused on improving retention, progression and graduation rates. Many schools bring lower‐achieving students to campus for a pre‐first‐year program called Summer Bridge to give them an introduction to college. These summer programs have varying levels of library involvement. The authors aim to compare the level of library involvement at their institution with that of libraries where similar programs exist.

Design/methodology/approach

The authors searched for schools with summer bridge programs, read through their program descriptions to find ones that were similar to their own situation (e.g. not STEM‐focused or Upward Bound), and sent a survey to 103 libraries. In total, 42 responded.

Findings

Of the responding libraries 88 percent have face‐to‐face instruction with the summer bridge participants, however only 33 percent of the libraries did any assessment of this contact. Ten of the respondents teach credit‐bearing information literacy courses, but none offers this to the summer bridge students.

Practical implications

Many states require institutions to demonstrate student success in order to compete for limited state funds. Libraries have an important role to student success and librarians should strategically place themselves within that conversation. This article provides some possible means to help with summer bridge students.

Originality/value

A search through library and education literature reveals that little has been written about library involvement with programs that are not Upward Bound affiliated. This case study and its survey respond to a gap in the literature of both fields.

Citation

Barnhart, A.C. and Stanfield, A. (2013), "Bridging the information literacy gap: library participation in summer transition programs", Reference Services Review, Vol. 41 No. 2, pp. 201-218. https://doi.org/10.1108/00907321311326147