Download - An exploratory case study of library anxiety
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An Exploratory Case Study of Library Anxiety and Basic Skills Students in a California Community College
ByScott W. Lee, MSLS, EdD
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What is Library Anxiety (LA) Similar to Other Academic Anxieties (Math Anxiety, Text Anxiety, Computer
Anxiety)
Fear, trepidation, intimidation of any or all things library related.
Term first coined by Constance Mellon in 1986 based on analysis of student journals.
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Mellon’s Findings Main Sources of Fear
Building Layout Research Process
Students Do Not Seek Help Embarrassed by lack of knowledge and assumed everyone else had it.
I found previous research (1972, 1982) that showed same.
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Basic Skills California Community College (CCC) term for Developmental Education (DE)
DE Student: College Student Below College Level in Math, Reading, and/or Writing 40% in US, 70%-80% in CCC’s Most states focus DE in Community Colleges Also called: Remedial, At-Risk, High-Risk
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My Study Conducted at Los Angeles Community College District (LACCD)
Largest CC in US (240K Students) Spread Over 800 Square Miles I drove 2800 miles to collect my data.
Mixed Methods: Quantitative (Survey) followed by Qualitative (Interviews)
Data Collected: March – May 2010
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Quantitative The Library Anxiety Scale (LAS)
The LAS was developed by Sharon Bostick in 1991 to measure Library Anxiety Used in Over 30 Studies Before
Administered to 191 Students at 8 of the 9 Colleges of LACCD
Only Used Students at Highest Level of Basic Skills English Before Transfer Level
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Qualitative Interviewed 13 Quantitative Participants
In Person, One-to-One Five Colleges – Harbor (3), Mission (2), City (3), Trade-Tech (1), Pierce (4) Paid Each Participant $10 and Raffle Entry for One of Three iPods
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Findings - Quantitative Analysis was Descriptive (Univariate & Bivariate)
LAS Scores for LACCD:Total LAS Range is 43 - 215 Mean: 102 Highest: 174, Lowest: 43 Study Means of Past LA Research (98, 96, 129)
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Findings - Quantitative Means
Gender: No Difference (M:102, F:101) Ethnicity: Asians Scored Highest (106), African-Americans Scored Lowest (94)
Age: No Trend
Employment: More Hours = More LA
Library Experience: More Recent Experience = Less LA
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Findings - Qualitative Three Areas of Inquiry
Awareness of Academic Libraries Use of Academic Libraries Value Placed on Academic Libraries
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Findings - Qualitative Awareness
No Connection Between LA and Awareness Awareness Primarily Affected by Classroom Faculty
Students who were guided to library by classroom or other faculty were more aware.
Most received little to no guidance. Most students reported few, if any, research-based assignments. Most reported no BI experiences.
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Findings - Qualitative Use
Increase in LA equaled decrease in use. Students used library computers more than any other service or resource. Students made significant use of the library building as a place to study. Students used public libraries and academic libraries interchangeably.
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Findings - Qualitative Value
Student valuations of academic libraries not connected to LA. Most students viewed the library as a necessity for a successful college student.
Some disagreed and felt the Internet could replace a library. I found conflict between student valuations of the library and their use of them
with students placing a high value on libraries while they were not using them much.
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Findings - Qualitative Value (cont.)
Students primarily viewed the library as a: Tool (to accomplish tasks) Convenience (for access to the building and computers) House of Knowledge
Student perspectives on librarians: All had a positive view. Referred to librarians as“teachers”and“Guru’s”. Valued for expertise in campus-specific knowledge.
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Recommendations #1: Community college libraries should recognized the existence of library
anxiety in development education students and consider it for all services to that population.
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Recommendations #2: Community college libraries should develop better connections with the
developmental education staff on campus.
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Recommendations #3: Community college libraries should engage classroom instructors to
inform them of the value that libraries can offer to students.
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Recommendations #4: Community college libraries should find a balance between serving the
technology needs of students and fulfilling an educational role at the college.