Building Trust to Relieve Graduate Student Research Anxiety

Abstract

This paper outlines the case studies of two librarians who work closely with graduate students in fine arts programs. Realizing that graduate students can often experience a unique form of research anxiety, both librarians collaborated with faculty to embed themselves into the research methods courses of their programs. Both librarians found that the chance to work one-on-one with graduate students resulted in a reduction of their anxiety, an increase in information literacy skills, and a strengthened partnership between the librarians and the departments.

Assessing Information Literacy Skills and Library Anxiety of First-Year Occupational Therapy Graduate Students

“…Early intervention in the curriculum, such as this librarian-student collaboration, is key along with continuing IL practice throughout the rest of their academic program. McPherson (2015) and Brinkman and Hartsell-Gundy (2012) suggested that students may not outright recognize their library anxiety, but the absence of IL skills may contribute to this anxiety. This is a sequence of reciprocal cause and effect where these negative emotions (known and unknown) associated with library anxiety can then interfere with the student's research process and development of IL.…”

“…Library anxiety can negatively impact students' studies and make their coursework very arduous. Library anxiety has been recognized as a contributing factor to poor overall academic performance; to negatively influencing a student's ability to complete assignments and be successful, while also having cognitive, affective, physiological and behavioral ramifications (Brinkman & Hartsell-Gundy, 2012;McPherson, 2015;Vernon et al, 2016). As Gremmels (2015) offered, "This is what I am seeing in my students who seem overwhelmed by the library, in need of a librarian's help yet reluctant to approach us" (p. 268).…”

“…Kayango and Helm (2010) concurred that teaching faculty are essential in their guidance of graduate students' use and non-use of the library, especially at the beginning of their academic careers. This guidance can help students garner a sound understanding of library services and the librarian's role and help them feel more comfortable seeking out assistance to meet their research needs (Brinkman & Hartsell-Gundy, 2012;DiPrince et al, 2016).…”

Preparing graduate students for graduate‐level study and research

“…Librarians assist graduate students in determining how to begin and proceed through the literature research process, alleviating the associated anxiety many students experience along the way (Brinkman and Hartsell-Gundy, 2012). In doing this, librarians establish meaningful relationships with those they serve and become a trusted partner, consequently fulfilling the students' affective needs that are commonly overlooked.…”

“…In doing this, librarians establish meaningful relationships with those they serve and become a trusted partner, consequently fulfilling the students' affective needs that are commonly overlooked. Brinkman and Hartsell-Gundy (2012) showed that embedding librarians in the graduate programs served to achieve their goals for teaching information literacy, lessened student anxiety, and improved relations with academic departments. Murry et al (1997) found that nearly all of the education graduate students who completed a course with a faculty-librarian partnership to teach information literacy felt that they had increased their skill level and confidence associated with using the library.…”