Post on 24-Feb-2016
description
Library Anxiety and Reference Librarians in
Academic Libraries
Diana DiPierro & Nincy GeorgeDr. Mary Pat Fallon
LIS 704-0225 April 2012
What is Library Anxiety?
Feel skills are inadequate
Ineptness is a source of embarrassment to be kept hidden
Refrain from asking questions for fear of exposing their incompetence
High level of library anxiety in students who are young, male, ESL students, Freshmen, high levels of academic achievement, and held a job
Library Anxiety - Definition
Constance Mellon, a Library Science professor first coined the term "library anxiety" in 1986.Library anxiety is “an uncomfortable feeling or emotional disposition experienced in a library setting that has cognitive, affective, physiological, and behavioral ramifications. Library anxiety is characterized by negative emotions including tension, fear, feelings of uncertainty and helplessness, negative self-defeating thoughts, and mental disorganization, all of which have the propensity to debilitate information literacy” (Mellon, as quoted in Jiao and Onwuegbuzie 372–73).
Library Anxiety Scale – Developed by Sharon L. Bostick in 1992
(Onwuegbuzie, Jiao, & Bostick, 311-312.)
Library Anxiety – DimensionsDeveloped by Bostick Using LAS
Barriers with Staff - Students perception of librarians and staff as intimidating and unapproachable. Also that librarians are too busy to provide
assistance. Affective Barriers - Students feel inadequate
about using the library. Also feel they possess incompetent library
skills.
Library Anxiety – DimensionsDeveloped by Bostick Using LAS cont.
Comfort with the Library - Students perception of the safety and welcoming nature of the library.
Knowledge of the Library - Students feelings of how familiar they are with the library.
Mechanical Barriers - Students feelings on operating library equipment. Examples: computer printers and copy
machines.
Library Anxiety - Contributing Factors
Perfectionism - Students expectation to be familiar with and have expertise in the library. When not held to this standard, anxiety is
created. Learning Modality - "Preferences in how
students function, learn, concentrate, & perform during educational activities." Ex. noise preference Work in silence: Anxiety increased if it is noisy
in the library. Work with background noise: Anxiety
increased if noise restrictions are imposed.
Library Anxiety - Contributing Factors cont.
Frequency of library visit - higher level in Freshmen and Sophomore students
Poorest sense of goal determination low levels of academic self-competence,
intellectual ability, creativity self motivated and peer-oriented learners,
who lack persistence
Library Anxiety – Contributing Factors cont.
Changing nature of Reference Users are overwhelmed by the complexity of a
single task or by the amount of available resources
Students often overestimate their ability to locate credible information
Rapid Technology changes- Inability to cope with the new computer technologies in healthy manner.
Library Anxiety - Consequences
Prevent developing information literacy skills Incomplete thesis/dissertation due to avoidance
behavior Lower quality research proposals Poor academic work and performance will
happen
Library Anxiety - Prevention Physical Environment
Signs and Graphics – help students with directional inquiries Building Directory can be placed at the entrance of the library.
Space and Layout – make areas and resources easily accessible for students Location of Resources – distance Personal Space – do not crowd study tables Evaluate Safety and Security Policies
Re: Learning Modalities - Example of noise Equip libraries with many soundproof rooms Help students to understand their own preferences Librarians should look for verbal and non verbal cues
Library Anxiety – Prevention Physical Environment cont.
Cooperative Resource Development Efficient Interlibrary Loan Services Library Consortia for resource sharing Reduces students anxiety for availability access
Tours and Open House Helpful for Freshmen and new students’ acclimation with
library Multimedia virtual tours on library’s webpage Creates library literate students
Library Anxiety – Prevention Physical Environment cont.
Informational Brochures and Handouts Prepare a take-home guide for students to refer to for
info such as: Policies and procedures Hours of use Services provided Equipment use such as printers, copiers, personal
computers Cell phone usage Locker availabilities Food and drink policies Directory of subject specialist librarians Telephone numbers Loan periods Etc…
Library Anxiety - Prevention Through Instruction
Bibliographic Instruction Courses Interject humor into presentations Group library instruction followed by online tutorial
Provide Hands On Computer Workshops How to use:
Online catalog Electronic databases Citation software Research tools Organizational tools
Cooperative Learning Groups Peer level awareness that no one is "perfect".
Keeping a Journal of Library Experiences
Library Anxiety – Prevention Librarian-Assisted Services
Virtual Reference For distance learning students and Millennial/tech savvy users,
instant messenger and chat provides anonymity allowing them to ask questions
Creating Learning Commons Consolidating service points to provide more service in one
location Perception of Time and Money
Reference consultation should be marketed to students as time savers
Shows how much money is saved in every time search
Library Anxiety – Prevention Librarian-Assisted Services cont.
Roving Reference Be proactive and show empathy One-on-one approach
Participate in Professional Development Activities Study and discuss issues Try to improve services Apply new techniques and resolutions
Personal Librarian Give Freshmen a successful transition from high school to
college (Ex:Bowling Green State University) Personal touch bring students back repeatedly
Discussion Questions
1. What innovative programs could help combat anxiety and ease Freshmen into academic libraries?
Discussion Questions
2. What other suggestions, or practical strategies, can be used to help patrons become successful library users and provide them a less anxious learning environment?
Discussion Questions
3. Do you think Graduate students are less accustomed to library anxiety?