This article explores how the academic library can help foster conditions for both academic and social engagement on the college campus, with the ultimate goal of increasing student satisfaction, success, and retention. The background and varied definitions of student engagement are reviewed and the importance of engagement for student success is discussed. Finn's participation-identification model (1989) is adapted to show how the academic library can provide opportunities through library programming for meaningful engagement to take place. The model holds promise for documenting positive outcomes for library programming in light of already defined ways engagement is known to help with overall success and retention. Examples of successful programs are provided showing how this model can be put into practice.
All Science Journal Classification (ASJC) codes
- Library and Information Sciences