Racial differences in library anxiety among graduate students

Jiao, Qun G.; Onwuegbuzie, Anthony J.; Bostick, Sharon L.

doi:10.1108/00242530410531857

Cited by 23 publications

(20 citation statements)

References 33 publications

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“…Results of the current study also indicated that the educational intervention could not affect the anxiety caused by technical barriers. This type of anxiety results from different factors such as limited number of computers, lowspeed internet, rapid changes in library technologies, fear of destroying the machinery, and technical terms related to the computer and Internet (18). Such type of information seeking anxiety is mostly associated with technical barriers.…”

Section: Discussionmentioning

confidence: 99%

Impact of Teaching Scientific Search Methods and Increasing Familiarity with Databases on the Reduction of Information Seeking Anxiety in Students of Dentistry in the University of Medical Sciences, Iran

Adel

Ali

2017

Strides Dev Med Educ

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Background: The negative impact of anxiety on information seeking is of great importance and it has been studied in different ways worldwide. Based on the results of such studies, it is possible to identify different aspects of information seeking anxiety, to design different tools to assess it, to evaluate personal and social factors affecting it, and to identify various methods to inhibit and reduce it. Hence, the current study aimed to evaluate the effect of teaching scientific search methods and increasing familiarity with databases on reducing the level of anxiety among students of dentistry at the Zahedan University of Medical Sciences, Iran. Methods: The current survey included all students of the faculty of dentistry at the Zahedan University of Medical Sciences in the academic year of 2015-16 as the study population. A total of 60 volunteers were selected by convenience sampling and were randomly allocated to 2 groups of 30, as the experimental and control groups. The information seeking anxiety scale was used to collect data. Results: The present findings revealed the effectiveness of teaching interventions on reducing the level of information seeking anxiety among students using the independent t test. Specifically, findings revealed a reduction in the anxiety caused by barriers to using information resources (t = 3.79; P value = 0.001), by the barriers to using the computer and Internet (t = 5.35; P value = 0.001), and by information seeking and topic selection barriers (t = 2.50; P value = 0.015). However, the intervention had no effect on the level of anxiety caused by barriers to using the library (t = 0.89; P value = 0.373) and technical barriers (t = 0.68; P value = 0.495). Conclusions: Considering the findings of the current study, some measures can be taken to reduce information seeking anxiety in students, especially in the academic environment. Hence, it is recommended to design other studies to further evaluate information seeking anxiety.

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Section: Discussionmentioning

confidence: 99%

Impact of Teaching Scientific Search Methods and Increasing Familiarity with Databases on the Reduction of Information Seeking Anxiety in Students of Dentistry in the University of Medical Sciences, Iran

Adel

Ali

2017

Strides Dev Med Educ

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“…This study investigated African American graduate students at historically Black colleges and universities and Caucasian graduate students at predominantly Caucasian-populated institutions. Findings suggested that African American students have lower library anxiety than Caucasian students (Jiao et al, 2004). This study was replicated to ensure validity in 2006.…”

Section: Library Anxiety and Race Researchmentioning

confidence: 91%

“…Bostick (1992) also developed the Library Anxiety Scale, a 43-item Likert scale to test the five areas of library anxiety in undergraduates. Many subsequent quantitative studies found that library anxiety is influenced by barriers with staff (e.g., Karim & Ansari, 2010), race (e.g., Jiao, Onwuegbuzie, & Bostick, 2004, year of study, gender, native language (e.g., Jiao, Onwuegbuzie, & Lichtenstein, 1996), and structured learning styles (e.g., Onwuegbuzie & Jiao, 1998). In addition, researchers found no significant relationship between library anxiety and trait anxiety (Jiao & Onwuegbuzie, 1999).…”

Section: Library Anxietymentioning

confidence: 99%

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Fear at First Sight: Library Anxiety, Race, and Nova Scotia

Fraser

Bartlett

2018

Partnership

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Multidisciplinary research and services have attempted to decrease educational barriersand increase university success for African Canadian students. However, these efforts have put limited focus on the influence of academic libraries on student success. This study examined racial differences in library anxiety and the coping methods undergraduates used in Nova Scotia, Canada. To examine student experiences, this study used a mixed-methods approach with surveys and interviews. In the preliminary phase, survey findings demonstrated no significant racial difference. The interview phase revealed that African Nova Scotian undergraduates experienced lower library anxiety than Caucasian Nova Scotians. Specifically, African Nova Scotians expressed comfort interacting with their community and public libraries prior to attending university. While attending university, their initial reaction was overwhelmingly positive, reflecting their previous experiences with community libraries. However, throughout their degree programs their library anxiety increased when faced with barriers, particularly with staff. In contrast, the interviews revealed that Caucasian Nova Scotian undergraduates experienced higher levels of discomfort and anxiety during their pre-university interactions with public libraries and throughout their university programs. Based on the findings, this study contributes to a racial and Canadian context rarely discussed in Library and Information Science. This exploratory study recognized inclusive practices and spaces as methods that librarians and staff can use to alleviate library anxiety. These practices and spaces are particularly significant in lowering library anxiety for African Nova Scotian students and should continue in order to assure a successful transition into university for these students.

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“…They are more likely to pretend to know everything rather than ask the library staff for help. Jiao, Onwuegbuzie and Bostick (2004) noted that library anxiety may occur from a lack of confidence while doing the research in the library or lack of exposure to library facilities and services. It clearly shows that students with inadequate exposure of the library are more likely to be anxious when using it.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the psychometric properties of a Malay version of Bostick's (1992) Library Anxiety scale

Karim¹,

Rashid²

2016

MJLIS

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The purpose of this study was to identify the components of library anxiety using a Malay version of Bostick's (1992) Library Anxiety Scale (LAS) and to examine the effects of demographic variables such as gender, native language, year of study, prior exposure to library services and medium of instruction on the variation in the library anxiety construct. A 46-item Malay version of Bostick's (1992) Library Anxiety Scale (LAS) was tested among 130 medical students drawn randomly from a population of 423 students pursuing their Bachelor of Medicine or Bachelor of Surgery (MBBS) degree. The findings revealed a 3-factor solution which corresponded to the five factors as found by Bostick's (1992) pioneering psychometric measure of library anxiety. The sub-scales of library anxiety were termed barriers with staff, affective barriers and comfort with library technology. The factor barriers with staff explained 19.76% of the variance in the library construct, followed by affective barriers factor explaining 11.55% of the variance and a third factor comfort with library technology explained 10.282% of the variance. The overall scale as well as each of the three sub-scales was submitted to an internal reliability assessment resulting in a satisfactory Cronbach's internal reliability coefficient alpha. Despite the fewer number of sub-scales that were yielded by the Malay version of Bostick's (1992) Library Anxiety Scale (LAS), the translated scale has been shown to be a valid and reliable instrument.

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Racial differences in library anxiety among graduate students

Cited by 23 publications

References 33 publications

Impact of Teaching Scientific Search Methods and Increasing Familiarity with Databases on the Reduction of Information Seeking Anxiety in Students of Dentistry in the University of Medical Sciences, Iran

Impact of Teaching Scientific Search Methods and Increasing Familiarity with Databases on the Reduction of Information Seeking Anxiety in Students of Dentistry in the University of Medical Sciences, Iran

Fear at First Sight: Library Anxiety, Race, and Nova Scotia

Evaluating the psychometric properties of a Malay version of Bostick's (1992) Library Anxiety scale

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