Volume 54 Issue 1 Article 3

5-2011

Academic Performance among Student Library Employees: How

Library Employment Impacts Grade Point Average and Perception
of Success
Erin H. McCoy
Eastern Nazarene College, Quincy

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Recommended Citation
McCoy, Erin H. (2011) "Academic Performance among Student Library Employees: How Library
Employment Impacts Grade Point Average and Perception of Success," The Christian Librarian: Vol. 54:
Iss. 1, Article 3.
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Academic Performance among
Student Library Employees
How Library Employment Impacts Grade Point Average
and Perception of Success
Introduction data on hours and wage rates are important, Erin H. McCoy
other aspects of employment are at least as Public Services Librarian
For many years, college libraries have employed Nease Library
important in terms of assessing the impact of
students to complement the professional staff. Eastern Nazarene College
employment on student life, for example, the
The convergence of student financial needs, Quincy, Massachusetts
distribution of hours, the conditions of work…
staffing shortages and growing expectations
any assessment of the potential implication of
for expanded library services highlighted
students’ employment need to draw together
the economy of hiring students for more
the elements of employment by considering ABSTRACT
advanced levels of library tasks. While students
employment profiles” (p. 197). They continue
have long been part of the front desk staff, The study of college student
by outlining eight student examples with
it is not uncommon now to find students employment and its effects on
different combinations of academic hours and retention, academics, and student
participating in book processing, interlibrary
employment hours and concluded that focusing satisfaction is not new and yet
loan functions, managing print periodicals, has come to varying conclusions;
solely on “average earnings and hours conceals
and even working the reference desk. And also, very little has been reviewed
a variety of circumstances that in turn may on what impact a student’s place
while there are many factors that influence a
impact differently on academic performance of employment may have on
student’s academic success, the role of library their academics. This research
or social life” (p. 199). Clearly, not all jobs are
employment on that success has not yet been examines student employees at
created equal, even if students work the same a college library and how that
thoroughly examined. This research aims at
numbers of hours as their [Link] many of specific type of employment has
increasing our understanding of the impact of
their conclusions remain relevant, the date of impacted the academic success of
the library beyond its expected function as the those employees. The study used
the study encourages a more recent review of
hub of academic life on campus by examining a combination of data, comparing
the effects of employment on college students. their cumulative grade point
the relationship between library employment
average with survey results asking
and academic success. More specifically, it about their perception of the effect
It is this argument that has propelled the current
focuses on the grade point average of those library employment had on their
investigation into the academic performance academics. The overwhelming
who have complemented their academic
of library employees. Library employment majority of students felt that
programs with library work experience, as well
offers students consistent exposure to new library employment had a positive
as those students’ perceptions of how library impact on their academics and
technologies, research resources, a familiarity
employment affected their academics. this perception was confirmed
with the locations of such resources and by their collective, average GPAs
a relationship with professional staff that when compared to that of their
Researchers have studied the working peers. This research expands
potentially makes librarians more approachable
student for decades but have yet to come the knowledge not only in the
when there is a research need. Library potential impact of place on
to consistent conclusions about the effects
employment has the potential to do more for academics but also in how college
of employments on various aspects of a libraries perceive their impact
a student than pay bills because as they work,
student’s life. For example, Ford and Bosworth upon student employees and the
they inevitably learn skills that could help benefits of such employment.
(1995) completed a thorough investigation
them in their studies.
among four universities that garnered over
1000 responses (p. 194). The survey covered
motivations and needs behind working during
Literature Review Peer Reviewed
college, the effects work had on academics and The conclusions of studies on how
social life, and the kind of work being done employment affects undergraduate students
by college students. They argued that “while are as varied as the studies themselves. The
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The Christian Librarian, 54 (1) 2011
 debate continues because there is conflicting of answers reveals specific areas of future
evidence which supports several possibilities. [Link] found that many of the students
In a relatively recent study,Watts and Pickering underestimated the cost of school, not only
(2000) explored some of the reasons behind tuition, but fees and books. The students also
the increase in student employment. Their seemed to misunderstand how much outside
research is based in the United Kingdom (UK), time would be needed to remain successful in
where there have been recent changes to the a class- that there was more to class than going
structure of student financial aid, resulting in to lectures and study seminars. However, “the
a growing need for students to be employed objective evidence did not fully support the
Library throughout the academic [Link] initial study
included a small sample size (nine students),
students’ perceptions concerning the effects
of their paid employment on their academic
employment has which means it is hard to generalize the performance” (p. 74). The students assumed
the potential to results, but also had the advantage of in-depth, that the work itself had a negative effect on
structured interviews with each participant. their studies, when perhaps the issue had more
do more for a Even with such a small sample, the researchers to do with organizational skill, what courses
student than pay found that “the effects [of employment during were taught, and how often these students
bills because as term time] existed in a complex relationship sought help.
with a number of key personal and contextual
they work, they factors” (p. 131). The current research also demonstrates the
inevitably learn struggle students have in balancing employment
Another study based on student perception and academics. Curtis and Shani’s (2002) study
skills that could by Curtis and Williams (2002) focused on revealed that students believed “they would
help them in their part-time employment and how it affected have been able to achieve a better grade on
students’ studies, as gathered by a questionnaire assignments if they had not been working” and
studies. distributed among their campus population. the students also admitted to missed classes and
The majority of their subjects worked eleven failing to hand in assignments because of their
to fifteen hours a week, declared that their part employment (p. 133). However, their study also
time job did not help with their studies, and revealed positive effects of general employment,
responded that they would give up their job which included an “enhancement of skills and
if they could afford to (p. 8). According to the confidence and an increased understanding
students and the conclusions of the authors, of how businesses are run” (p. 136). Many of
the benefits of working- such as adaptation to the students surveyed in this study felt that the
a work environment and learning to handle knowledge gained in their work experience
finances- did not outweigh the cost to the was worth the potential negative effects on
students’ academic achievement. Unfortunately, their academics.
Williams and Curtis did not combine this with
quantitative data about the students’ grades, so Another variable in the literature of student
it is impossible to know how the perception success is that of gender. Chee, Pino, and
and reality converge. Smith (2005) designed a study to answer the
question of how gender might affect academic
Building on her original study, Watts (2002) achievement. They used a survey which
combined interviews with tangible data in contained multiple question areas, such as
order to gain a better understanding of how study habits, time spent on social, work, and
employment affects academic performance. academic activities, course selection, alcohol
The interviews were quite in depth and consumption, living arrangements, and
covered topics such as why students felt extracurricular activities. They found that men
they needed to work, how their workplace and women are different in what affected their
benefited them, and the ways in which the academic performance: for men, employment
college helped working students manage and course load had a negative impact, and
their time and their studies. Though the for women, it proved to be extracurricular
study sample was again quite small, the depth involvement and living arrangements (p. 608).
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The Christian Librarian, 54 (1) 2011
This study was conducted at a state university grades, or that there is no relationship between
of medium size and has yet to be replicated on employment and grades (p. 483-484). The data
a larger scale. Completely separately, however, was collected during structured interviews
Hunt, Lincoln, and Walker (2004) did a along with a questionnaire. The questionnaire
longitudinal study of term-time employment combined sections of open ended answers
and what is known in the UK as “academic with questions that rated student perceptions
attainment” from 1999-2001. The gender of the relationship between their work and
aspect of their study also confirmed that their employment. In working through each
while both genders “suffered academically if proposition, he found that the GPA difference
they worked longer hours, men were more between working and non-working students
affected” (p.15). And while gender differences was not significant, and in fact GPA was
are not the focus of this study, it is a factor to highest in two extreme groups: non-workers,
consider while sifting through the data. and those who worked an excess of twenty
hours per week (p. 492). However, the non-
In an attempt to promote the development of working students expressed more satisfaction
a theoretical framework to this area of research, with their academic performance. All of
Broadbridge and Swanson (2005) suggested Bradley’s hypotheses were rejected, but the
that a “psychological transactional approach depth of his study provides more research to
focusing on both positive and negative be done, most notably in the area of full time
outcomes of role interrelationships could be students who work more than twenty hours a
adopted” (p. 235). Their goal was to apply a [Link] academic success surprised him, as
theoretical framework to “understanding those students also tended to miss more class,
the relationship between employment and had little time to attend extra study sessions,
university life” (p. 237) and the overall quality reported more work-related stress than their
of the student experience, which includes peers, and were less involved on campus. This
satisfaction with academic performance. The indicated that there are more variables involved
importance of their work is that it raises the in predicting academic performance than what
question of student satisfaction. The financial has been previously explored.
burden of paying for college can be more
stressful than academics; therefore, even if At the same time, Dundes and Marx (2006)
working during college lowers a students’ came to similar conclusions about how students
GPA, perhaps they are still satisfied with their balance employment during college. Their
academics because the financial stress has been study confirmed certain data which indicates
lessened. The authors have yet to complete that a certain range of weekly working
their study, but offer up a perspective that had hours does not adversely affect academic
yet not been covered by the literature. performance and may in fact increase academic
success among working students. The GPA’s
As the body of literature on student success were self-reported in this study as a part of
has grown over the years, it is clear that the the general questionnaire about employment
relationship between student employment while in college, which was an acknowledged
and academic achievement is a complex limitation of the study, as students may not
one. A thorough study was completed by have accurate memories of their GPA. The
Bradley (2006), who aspired to test multiple data suggests that the primary factor among
propositions and factors concerning work the successful working students was study
participations and academic performance. habits. Seventy-five percent of students who
His five hypotheses were that academic worked 10-19 hours a week studied at least
performance suffers for working students, that 11 hours per week (p. 112). The motivation
more working hours equals a worse grade, behind this is unclear- perhaps those students
that specific ranges of hours increase the are more organized with their time because of
likelihood of academic success, that there is no work and class schedules, or perhaps they have
simple relationship between employment and more intrinsic motivation to begin with. In this
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The Christian Librarian, 54 (1) 2011
 study, it was clear that students who worked less reviewed the previous thirty years of research
than 10 hours or more than 20 hours per week in the area of student employment and higher
did not benefit academically from their jobs. education. The review critiques changeable
... it is clear that The authors admit that they did not control definitions across multiple studies, results that
for on campus versus off campus jobs, which are inconsistent with one another, and the lack
the relationship would help in identifying another variable that of theoretical models in this area of research,
between student would influence these outcomes. which explains the inconsistency of the
employment findings. One of the inconsistencies did concern
A recent trend in the literature explores a wider employment and academic performance, about
and academic range of the effects of student employment, which the conclusions ranged from “students
achievement is a most notably the relationship between who work have higher GPAs and retention
working and non-working students. Curtis’s rates than their non-working peers,” that GPA
complex one. general survey (2007) included an examination “decreased with the number of hours worked,”
of the perception of students who did not or that “overall there is no negative relationship
work regarding their peers who did. Those between student employment and educational
students expressed disagreements with their performance” (p. 66).
working peers concerning the negative impact
of employment. They implied that students A serious limitation they uncovered in the
who work “rush assignments, have reduced literature concerns the statistical methodology
contribution to group work, miss lectures and used to make conclusions. Because the
are late for lecture” (p. 387). Curtis’s was the relationship of students to employment is so
first study to incorporate the opinions of both complex, and there are only so many variables
working and non-working students and creates a researcher can control, the artificial groups
a case for taking those effects into account as of students created by researchers can be
well. Student employment does not simply problematic. “For the most part, studies simply
affect the individual, but the community also. related a variety of independent measures to a
rather narrow group of outcome measures. To
Limitations of Current Literature date, these studies have done little to create a
systematic understanding of work and higher
While there are many studies concerning
education relationships” (p. 67).There is simply
the varying aspects of academic success, the
no way of being sure that all the factors in the
majority of research does not consider the
relationship have been identified.
place of employment and library literature
does little to address the academic success of
However, despite all the erratic results of the
their student employees. Many studies look
research, the authors promote the continued
generally at the hospitality and retail industries
study of student employment and college
as the principal employers of students, as those
retention with an emphasis on academic
are the businesses with a lot of available hours,
effects. Because there are so many variables
flexibility, and a skill level that only demands
to be researched, “qualitative, descriptive,
minimum wage. The studies that discuss the
and exploratory” studies “remain essential
impact of employment placement take into
in building an information basis for forming
account internships, or employment that is
rudimentary models” of research (p. 92). They
directly related to a student’s area of study or
also advocate for smaller studies to be done,
career path. But few have looked at on campus
as that reduces the statistical problems in
employment versus off campus employment,
combining too many student groups into one
and none have gone deeper into the variable
study. Smaller studies decrease generalizablity
of place and how that impacts a student’s
but have increased validity in results and can be
academics.
repeated among institutions, which will result
in acceptable, reproducible models for this area
A meta-analysis of student employment
of [Link] current investigation was aimed at
literature was evaluated by Riggert, Boyle,
specific limitations found within the literature,
Petroski, Ash, and Perskins (2006). They
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The Christian Librarian, 54 (1) 2011
most notably the factor of employment place generated by the campus registrar for library
on various aspects of students’ lives and also falls employees from academic years 2004-2008.
under that category of “qualitative, descriptive, The report includes gender, major, number of
and exploratory” in order to shed light on the credit hours per semester, and each student’s
impact of employment place. yearly GPA. The registrar also provided
information on the average GPA of the
Description of Research Study student body for each year being studied. The
years chosen for the study were limited by an
The group of students in the study attends
institution-wide database overhaul in 2003,
a small, four year liberal arts college in a
which resulted in complicated data sets that
metropolitan area on the East Coast of the
were not as reliable. The number of eligible
United States. The library has about 100,000
students for the data set was seventy-six.
volumes, was fully automated in 2002, is a part
of a multi-type library network, and employs
The second data sources were the student
an average of thirty five students per semester.
employees themselves. An online survey was
Students are encouraged to work in the library
distributed to 45 library employees, current as
for as long as they attend college and are
well as former, which the researcher identified
routinely offered opportunities for extended
through the library’s social networking
training and responsibility within the library if
platform; thirty-one students took the survey.
they [Link] study includes library student
Students were eligible to take the survey if
employees who are full time (at least 12 credit
they had completed two semester of library
hours a semester) undergraduate students
employment. The survey focused on student
employed by the college library. The impact of
perceptions of work- related academic benefits
their library position is not being investigated
during their college career (see Appendix 1). I
at this time, so the study incorporates those
felt that because the information goal of the
students who work at the front desk, with
survey was student perception, the two groups
technology, interlibrary loan, or any other
did not have to align perfectly and that it
library task.
was more important to get a broad sampling
of student employees. Therefore, some of the
Library employment is limited in this study
former employees included in the survey
to at least five hours of work a week in a
results were not a part of the data set from the
college or university library. Academic success
registrar’s [Link] survey was anonymous so
was determined by the student’s outgoing
the results do not specify between current and
grade point average (GPA) at the time they
former employees.
no longer attend the college, whether that
be because of graduation or withdrawal. A
student’s cumulative GPA was compared to
Results of Research
the cumulative GPA of their peers of the same GPA data
academic year; also, their incoming SAT scores
The data from the registrar included seventy-
were used to determine if the library happened
four sets of useable student information. Two
to employ students with more potential
students had to be discarded from the total
for success in college regardless of library
because of incomplete [Link] GPAs reported
employment. A survey was also administered
are cumulative unless otherwise noted.
to current and former library employees to
better understand their perceptions of how
The average GPA of all the library employees
library employment affected their academic
in the data was 3.273. The average GPA of
success.
the employees who have graduated is 3.349.
The comparison by graduating years shows
Procedure and Methodology that library employees graduated with a
There were two sources of data for this study. higher GPA than their class average (Figure
The quantitative data was based on a report 1). Also, the graduated library employees
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The Christian Librarian, 54 (1) 2011
 reflected the gender study results cited in Figure 3
the literature review (Chee, Pino, and Smith,
2005) with the female and male averages History (4) 3.59
3.377 and 3.308, respectively. Incoming SAT English (4) 3.54
scores did not reflect a linear relationship to Music (5) 3.54
the cumulative GPA among library employees
(Figure 2). Figure 3 indicates the average Hard Sciences (BS) (9) 3.44
GPAs determined by discipline. Employees Movement Arts (2) 3.43
who have graduated averaged a GPA of 3.349; Psychology (10) 3.35
current library employees (two semesters or
more work experience) average 3.283. The Business (10) 3.26
average GPA of the library employees who had Religion (11) 3.21
to withdraw from college is 2.80; however, the Education (7) 3.10
reason for withdrawal is not specified in the
report. Social Work (7) 2.81
(does not include Undecided majors or General Studies)

Figure 1
Year GPA Class Average Survey Results
2005 3.56 3.23 Forty-five surveys were administered to
current and former library employees; thirty–
2006 3.54 3.32
one responded to the survey. Sixty-four
2007 3.24 3.18 percent of the students held another job while
2008 3.22 3.17 working at the library and half of that number
commented in the optional box. All who
commented stated they needed more spending
Figure 2 [Link], Question 2 forced the respondents
to rank their reasons for employment in order
of importance. Forty-five percent of the
respondents rank “tuition payments” as the
primary reason for employment, followed
by 39% rating “books/school fees” or “extra
spending money” as very [Link] other
Cumulative GPA

options were car payment and a cell phone

bill, both of which were rated as not applicable
reasons for employment by the vast majority
of the respondents. Eighty-two percent felt
that working in the library “increased their
academic success” while seventeen percent
stated that library work had no effect. No
respondents felt that working decreased their
academic success.

Incoming SAT score, combined Math and Verbal One question on the survey required students
to rank the impact of specific aspects of library
employment on their academics on a scale of
one to six, one being the least impact and six
being the greatest. The two aspects that have
had the greatest impact on student academics
were a relationship with library staff (36%) and

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The Christian Librarian, 54 (1) 2011
the ability to navigate library databases (32%). The survey included questions regarding
Forty-six percent ranked familiarity with the motivations for employment, the employee
building and resource locations as five (next- perceptions of academic success, and how
to-greatest impact). The two aspects of library employment affected their college experience
employment that had the least impact were as a whole. Exploring the motivation behind
study time while on the job (36%) and getting holding a job seemed necessary to understand
to know other students (42%). the pressures students might face.

Following the research of Broadbridge The trend throughout the literature review,
and Swanson (2005) who studied overall especially among the studies done in the United
student satisfaction with their academics and Kingdom, was that students initially worked
employment, the next question on the survey in order to pay for tuition and school fees. As
asked the respondents to answer freely which the years have progressed, student lifestyle has
of those same aspects they found impacted been an increasing motivator for employment.
their student satisfaction as a whole. The range Neill, Mulholland, Ross, and Leckey (2004)
included essential, very helpful, moderately began their study at a university in Northern
helpful, somewhat helpful, or didn’t matter. Ireland looking at the influence of part time
Again, a relationship with library staff and work on post-college job placement. They
the ability to navigate databases were chosen expected to find more motivation among
as essential, with 46% and 48%, respectively. the students for an increase in job skills, and
Familiarity with the building and the instead found that “maintenance of a certain
knowledge of library systems were both rated lifestyle as the predominant reason” (p. 128)
as very helpful by 39% and 38% of the students. for employment, with 77% of respondents
Discussion of Results choosing this option, even among outgoing
seniors. Clearly, current students perceive
The data from the registrar’s office showed a increased financial demands, including tuition,
clear distinction between library employees and but also car expenses, travel home, and school

Library employees
their peers. Library employees demonstrated a fees. And while the question in the current
higher average GPA than that of their fellow study about job motivation caused forty-five
graduates; the SAT data also illustrated that percent of the students to claim that paying
as incoming freshmen, the majority of the tuition was the primary reason behind holding
demonstrated a
students chosen to work in the library had a job, the open responses as to why 86% of the higher average
average SAT scores, which invalidates the students held two jobs at once indicated “more GPA than that
argument that libraries tend to employ “smart” spending money” was what they needed.
students. of their fellow
The forced ranking question concerning all graduates.
The breakdown by academic discipline aspects of library employment followed the
was a limitation reviewed in much of the hypothesis that library employees believe their
general student retention literature because work to have a great impact on their academic
coursework is such a unique variable from [Link] cluster of highest ranking responses
semester to semester. Many would assume that confirms that a student’s familiarity with the
students pursuing a Bachelor’s of Science in library building, resources, and staff has an
biology or chemistry, for example, would have important impact on their academics and
a more difficult time maintaining a respectable corresponds to the GPA data; such confidence
GPA, while holding a job simultaneously. The from library employees about how the library
data from this study reflects the assertion that has helped their academic success is reflected
the variables in the life of a college student in the fact that their GPAs are consistently
are myriad and that one cannot assume direct higher than average.
cause and effect relationships.

09
The Christian Librarian, 54 (1) 2011
 The question regarding their overall student achievement. Students enjoy a familiarity of
satisfaction indicated that the library employees library resources unavailable to their peers,
consider their library employment as essential which gives them confidence in their ability
to that satisfaction. A relationship with the to locate reliable information.
professional library staff and the ability to
navigate databases proves the hypothesis Future Research
that again, the knowledge of who to ask for
This research study examines only one library
information and where to find it increases a
on one campus, but the conclusions drawn
student’s confidence in what can be achieved
have an impact on what future research
academically.
could be done on this topic. A larger sample
of students and an inclusion of an interview,
The open comments at the end were
either in addition to or as a follow-up to the
overwhelmingly positive about how the library
survey, would allow for even more in depth
impacted them as students and in their college
understanding of employment motivation.
life. A sampling of those responses follows,
Also, observing more closely the impact of
the question being “please add any personal
academic discipline on academic achievement
observations you have about the relationship
as a whole could be discussed. This research
between your employment at Nease Library
was designed to observe if there was a
and your academic achievement”:
relationship between library employment and
academic success and the onclusions drawn are
#14: My employment at Nease Library has
all positive. The question remains as to how
given me a greater understanding of the resources
impactful that relationship is.
available through the library which helped me to
achieve academically
The limitations of this study must be taken in
context of the research area. Previous studies
#10: I have an upper hand in finding resources
and literature reviews have shown that there
for research and in doing so I do better in courses
is a complex relationship between student
that requires research.
employment and academic success, which is
also sometimes defined as [Link] study
#6: Being able to know how to access materials
is focused on one small factor in that complex
for research. Just knowing what the Library has to
relationship. Another limitation is sample size;
offer to its students is a huge plus. Knowing where
eighty students over four years cannot outline
the dictionary is and where to find books even
a trend for working college students. Also,
if the computer system is down! Knowledge of
if place of employment is determined to be
databases and how to search for a topic (including
a factor in student success, then more on-
narrowing down the topic).
campus workplaces must be studied in order
to compare whether the results hold true
#2: My employment helped me academically and
for all on-campus jobs, or only ones that are
socially. I felt it put me a step ahead of my peers;
more “academic” in nature, such as the library,
it gave me a grasp and knowledge of databases
writing center, or tutoring. Comparing results
which allowed me to obtain vital information
with other campus departments would be
instantaneously.
beneficial to answering that question.
When taken together, the results of the GPA
data and the survey of library employees support
the conclusion that library employment
has a positive impact on student academic

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The Christian Librarian, 54 (1) 2011
Conclusion REFERENCES

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Broadbridge, A., & Swanson,V. (2005). Earning and learning:
#7: Working at the library helped me hone my How term time employment impacts on students’ adjustment
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Manthei, R. J., & Gilmore, A. (2005). The effect of paid

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 Appendix 1 - Survey Questions 5. What aspect of library employment
had the most impact on your academics?
Opening Page: (forced ranking – type question, greatest to
least impact)
This survey questionnaire is for the partial Personal relationship with library staff
fulfillment of the Master’s degree in Library
Science from Southern Connecticut State Personal relationship with library staff
University. This research has been approved Familiarity with the building and locations
by the Institutional Review Board of SCSU of resources
for the purposes of completing the required Knowledge of library systems and lingo
Special Project for the MLS degree. Please
be aware that your answers are completely Ability to navigate databases
confidential and anonymous unless you Study time while on the job
identify yourself in some way. Getting to know other students

Please answer thoughtfully. Thank you for 6. Please rate the influence of the following
your time. aspects of library employment on your
student satisfaction as a whole.
1. For how many semesters did you work in
the library? (summers will count as a semester) Personal relationship with library staff
Familiarity with the building and locations
2. Did you ever hold another job while of resources
working at the library? Knowledge of library systems and lingo
__Yes Ability to navigate databases
__No Study time while on the job
If Yes, please explain__________________ Getting to know other students
3. Please give your reasons for choosing 7. Please add any personal observations you
employment during college. (Only check have about the relationship between your
those reasons that apply) employment at Nease Library and your
Primary Reason | Very Important | Somewhat academic life.
Important | 50/50 | N/A
Paying Tuition 8. I appreciate your willingness to participate
in this survey. Please be assured that your
School Fees/books
identity and answers are completely
Car payments/ gas anonymous. If you have any questions,
Cell phone bill please contact me at [Link]@[Link].
Extra spending money

4. How do you feel that working in the

library helped you academically?
Increased my success
Had no effect on my academics
Decreased my success
Optional comment __________________

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The Christian Librarian, 54 (1) 2011