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A mid-sized university library system conducted a large scale mixed-methods research project intended to better understand the student library experience and ways to enhance it. One aspect of the project included a detailed and iterative analysis of interview data that yielded emerging patterns of behavior related to research and study activities. Using a grounded theory approach, a qualitative methodology that uses empirical data to generate theory, the researchers developed a construct that some research and study activities are mutually informative and are likely manifested through the process of transfer of learning. The article describes the approach used to develop the construct in hopes that it will provide a deeper understanding of the relationship between research and studying phenomenon and how academic libraries contribute to the greater academic landscape in ways not previously recognized.

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Journal of Library Administration

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With permission by Taylor & Francis.