Factors affecting the adoption of online library resources by business students

Abstract

The overall goal of this study is to explain how information literacy instruction (ILI) influences the adoption of online library resources (OLR) by business students. A theoretical model was developed that integrates research on ILI outcomes and technology adoption. To test this model, a web‐based survey, which included both closed and open‐ended questions, was administered to 337 business students. Findings indicate that the ILI received by students is beneficial in the initial or early stages of OLR use; however, students quickly reach a saturation point where more instruction contributes little, if anything, to the final outcome, such as reduced OLR anxiety and increased OLR self‐efficacy. Rather, it is the independent, continuous use of OLR after receiving initial, formal ILI that creates continued positive effects. Importantly, OLR self‐efficacy and anxiety were found to be important antecedents to OLR adoption. OLR anxiety also partially mediates the relationship between self‐efficacy and perceived ease of use. Implications for theory and practice are discussed.

Understanding users’ continuance intention to use online library resources based on an extended expectation-confirmation model

“…He found that both perceived usefulness and ease of use are key determinants of electronic library system use. Similarly, Booker et al (2012) employed the TAM to examine business students' use of online resources in academic libraries. Their results indicated that perceived usefulness has a positive impact on behavioural intention to use library resources, whereas perceived ease of use had no direct effect.…”

“…In this study, online library resources (OLRs) are defined as "library information resources that are serviced in the digital format accessible remotely through the web, such as e-books, electronic journal articles, online magazines, dissertations and theses, course reserves, and digital archives" (Booker et al, 2012;Xie, 2008). With the growth of digitized and born-digital resources, academic libraries need to focus more on online digital resources when encouraging students to utilize their collections, especially since today's students are comfortable with Internet access and information in digital format.…”

Librarians' and Information Professionals' Perspectives Towards Discovery Tools — An Exploratory Study

“…Through the years, TAM was examined by researchers in various areas. Examples are: perceived system performance (Sun, 2012), perceived user resources (Mathieson, Peacock, & Chin, 2001), prior experiences with similar technologies (Agarwal & Prasad, 1999), age and education (Agarwal & Prasad, 1999), e-learning (Aharony & Bar-Ilan, 2014;Calisir, Altin Gumussoy, Bayraktaroglu, & Karaali, 2014), personal innovativeness (Aharony, 2013), tourism (Pantano & Corvello, 2014), libraries (Aharony, 2013;Booker, Detlor, & Serenko, 2012;Jeong, 2011;Kim, 2010), and e-commerce (Gefen & Straub, 2000;Liébana-Cabanillas, Sánchez-Fernández, & Muñoz-Leiva, 2014). The present study explores the TAM in a new context: discovery tools in the library and information science arena.…”

Towards Understanding the Perceptions of Information Professionals about Competitive Intelligence Work

“…Information, as the fuel for decision-making, is an essential asset to business success (Booker et al, 2012;Kanter, 2003). To meet this evergrowing demand for information, corporate information agencies and competitive intelligence work groups have emerged.…”