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Purpose This study aims to track undergraduate students’ academic engagement activities, including library use, reasons for using or not using the library building and website and the factors influencing their academic work at two universities in the U.S. over an eight-week period. Design/methodology/approach As a companion to a one-time survey, this study utilized the Online Weekly Journal, a weekly journaling assessment in which students reported their campus activities, including library use, reasons for using the library and factors that impacted their success, such as stress. This journaling was conducted during the second half of the spring semester at two public research universities. Findings The online weekly journaling method highlights both weekly shifts and cross-institutional patterns in student engagement. While the overall activity at the University of Illinois Chicago remained steady, Northern Illinois University showed more fluctuation, indicating variability in student behavior over time. Across both universities, students commonly used the library for individual study, taking a break and socializing. Stress and social media were consistently identified as the primary negative influences on academic work, although their impact decreased from week one to week eight. Practical implications The complete assessment tools, including both a one-time survey and an eight-week journaling activity, are publicly available for any institutions that want to track and measure students’ real-time behaviors and attitudes. Some questions are also customizable per institutional context (e.g. list of campus centers and demographics). Originality/value This study provides a unique contribution by tracking changes in students’ library engagement over an eight-week period at two institutions. It offers insight into their evolving needs and challenges through ongoing reflections rather than a single-point snapshot.