A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process

Abstract

This study investigated the nature of associations between critical thinking dispositions and library anxiety among 137 undergraduate students.The study was conducted by administering standardized survey instruments and by analyzing the contents of student essays on critical incidents of their library use experience. The results of these quantitative and qualitative investigations consolidated each other by revealing negative associations between the two variables. An interactive model of critical thinking and library anxiety emerged from the investigation, showing how they interact with each other during the library use process. Both theoretical and practical implications of the findings were discussed within the frameworks of affective information behavior and information literacy, respectively. nabling students to think critically is one of the major goals of higher education.1 Critical use of information resources is fundamental to higher education; therefore, tertiary institutions stress students' abilities to use libraries and information resources critically.2 With the new generation of computer-literate students and the vast amount of information available in both print and electronic formats, 3 the necessity to develop the ability to use information resources in the library is paramount. Consequently, academic libraries now assume a far greater role in assisting students to locate and evaluate information critically by teaching information literacy.Indeed, the search for information involves critical thinking. 4 Due to the importance of analytical and systematic thinking skills in using libraries, critical thinking has been of interest to both information literacy instructors and library and information science (LIS) researchers. For example, Sonia Bodi maintained that teaching critical thinking skills is an important component of bibliographic instruction. 5 Ethelene Whitmire reported that library use is an environmental fac-

The dark side of information: overload, anxiety and other paradoxes and pathologies

“…The cause of this may be either information overload or insufficient information; it may equally be due to poorly organised or presented information, or a variety of other causes, including a lack of understanding of the information environment in which one is working. The rather similar condition of library anxiety was recognised and named as far back as 1986, and has been analysed further since [26][27][28][29][30]. This is a type of anxiety which leads to a sense of powerlessness when beginning an information search in a library, and in feelings of being lost, unable to find one's way around, and afraid to approach the library staff.…”

“…This shows the close link between a need for information literacy, in Bruce's sense, and the overcoming of the problems identified here. In particular, critical thinking has been noted as a kind of antidote to library anxiety [28][29][30].…”

21st Century-based Soft Skills: Spotlight on Non-cognitive Skills in a Cognitive-laden Dentistry Program

“…Enhancing students" critical thinking skills is of utmost importance to teaching; in fact, enabling students to think critically is a fundamental goal of education (Kwon, 2008). There may have been lack of emphasis on critical thinking and decision making, and initiative and selfdirection skills in the objectives and activities presented in the syllabi of the professional courses which ranked "moderate extent".…”

“…Enhancing students" critical thinking skills is of utmost importance to teaching; in fact, enabling students to think critically is a fundamental goal of education (Kwon, 2008). Metlife Survey of the American Teacher (2011) notes that preparing students for college and career should focus more on critical thinking and performance skills rather than rote learning of information or knowledge of contents.…”

Library Instruction and Academic Success: A Mixed-Methods Assessment of a Library Instruction Program

“…Some published library research projects have made use of this method in order to assess information literacy. One such study investigated the relationship between critical thinking and library anxiety among undergraduates in their information search process (Kwon, 2008). Kwon's study used a survey instrument as the quantitative method and an examination of student essays as the qualitative method.…”