13 Association of Research Libraries Research Library Issues 290 2017 development of this learning outcome compared to their peers who did not use the library resource = .290, p .001). These results held when we controlled for the propensity scores in the model. The second regression model assessed whether first-year students who used a library resource at least once were significantly more likely to report development of written communication skills. The results suggest that first-year students who used any library resource at least once had significantly higher development of this learning outcome compared to their peers who did not use the library resource = .226, p .001). These results held when we controlled for the propensity scores in the model. Finally, the third regression model assessed whether first-year students who used a library resource at least once were significantly more likely to report development of reading comprehension skills. The results suggest that first-year students who used any library resource at least once had significantly higher development of this learning outcome compared to their peers who did not use the library resource = .207, p .001). These results held when we controlled for the propensity scores in the model. Discussion, Limitations, and Recommendations The results of this study suggest that first-year students who used a library resource at least once were significantly more likely than their peers who did not use the library to report development of critical thinking and analytical skills, written communication skills, and reading comprehension skills. As researchers continue to explore the potential ways in which academic libraries contribute to students’ success, this study—along with others35— suggests that the attendant benefits can also include students’ development of learning outcomes beyond information literacy.
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