L ibrary Anxiety and Reference Librarians in Academic Libraries

1. Library Anxiety and Reference Librarians in Academic Libraries Diana DiPierro & Nincy George Dr. Mary Pat Fallon LIS 704-02 25April2012

2. What is Library Anxiety? • Feel skills are inadequate • Ineptness is a source of embarrassment to be kept hidden • Refrain from asking questions for fear of exposing their incompetence • High level of library anxiety in students who are young, male, ESL students, Freshmen, high levels of academic achievement, and held a job

3. Library Anxiety - Definition Constance Mellon, a Library Science professor first coined the term "library anxiety" in 1986. Library anxiety is “an uncomfortable feeling or emotional disposition experienced in a library setting that has cognitive, affective, physiological, and behavioral ramifications. Library anxiety is characterized by negative emotions including tension, fear, feelings of uncertainty and helplessness, negative self-defeating thoughts, and mental disorganization, all of which have the propensity to debilitate information literacy” (Mellon, as quoted in Jiao and Onwuegbuzie 372–73).

4. Library Anxiety Scale – Developed by Sharon L. Bostick in 1992 (Onwuegbuzie, Jiao, & Bostick, 311-312.)

5. Library Anxiety – DimensionsDeveloped by Bostick Using LAS • Barriers with Staff - Students perception of librarians and staff as intimidating and unapproachable. • Also that librarians are too busy to provide assistance. • Affective Barriers - Students feel inadequate about using the library. • Also feel they possess incompetent library skills.

6. Library Anxiety – DimensionsDeveloped by Bostick Using LAScont. • Comfort with the Library - Students perception of the safety and welcoming nature of the library. • Knowledge of the Library - Students feelings of how familiar they are with the library. • Mechanical Barriers - Students feelings on operating library equipment. • Examples: computer printers and copy machines.

7. Library Anxiety - Contributing Factors • Perfectionism - Students expectation to be familiar with and have expertise in the library. • When not held to this standard, anxiety is created. • Learning Modality - "Preferences in how students function, learn, concentrate, & perform during educational activities." Ex. noise preference • Work in silence: Anxiety increased if it is noisy in the library. • Work with background noise: Anxiety increased if noise restrictions are imposed.

8. Library Anxiety - Contributing Factors cont. • Frequency of library visit - higher level in Freshmen and Sophomore students • Poorest sense of goal determination • low levels of academic self-competence, intellectual ability, creativity • self motivated and peer-oriented learners, who lack persistence

9. Library Anxiety – Contributing Factorscont. • Changing nature of Reference • Users are overwhelmed by the complexity of a single task or by the amount of available resources • Students often overestimate their ability to locate credible information • Rapid Technology changes- Inability to cope with the new computer technologies in healthy manner.

10. Library Anxiety - Consequences • Prevent developing information literacy skills • Incomplete thesis/dissertation due to avoidance behavior • Lower quality research proposals • Poor academic work and performance will happen

11. Library Anxiety - Prevention Physical Environment • Signs and Graphics – help students with directional inquiries • Building Directory can be placed at the entrance of the library. • Space and Layout – make areas and resources easily accessible for students • Location of Resources – distance • Personal Space – do not crowd study tables • Evaluate Safety and Security Policies • Re: Learning Modalities - Example of noise • Equip libraries with many soundproof rooms • Help students to understand their own preferences • Librarians should look for verbal and non verbal cues

12. Library Anxiety – Prevention Physical Environment cont. • Cooperative Resource Development • Efficient Interlibrary Loan Services • Library Consortia for resource sharing • Reduces students anxiety for availability access • Tours and Open House • Helpful for Freshmen and new students’ acclimation with library • Multimedia virtual tours on library’s webpage • Creates library literate students

13. Library Anxiety – Prevention Physical Environment cont. • Informational Brochures and Handouts • Prepare a take-home guide for students to refer to for info such as: • Policies and procedures • Hours of use • Services provided • Equipment use such as printers, copiers, personal computers • Cell phone usage • Locker availabilities • Food and drink policies • Directory of subject specialist librarians • Telephone numbers • Loan periods • Etc…

14. Library Anxiety - Prevention Through Instruction • Bibliographic Instruction Courses • Interject humor into presentations • Group library instruction followed by online tutorial • Provide Hands On Computer Workshops • How to use: • Online catalog • Electronic databases • Citation software • Research tools • Organizational tools • Cooperative Learning Groups • Peer level awareness that no one is "perfect". • Keeping a Journal of Library Experiences

15. Library Anxiety – Prevention Librarian-Assisted Services • Virtual Reference • For distance learning students and Millennial/tech savvy users, instant messenger and chat provides anonymity allowingthem to ask questions • Creating Learning Commons • Consolidating service points to provide more service in one location • Perception of Time and Money • Reference consultation should be marketed to students as time savers • Shows how much money is savedin every time search

16. Library Anxiety – Prevention Librarian-Assisted Services cont. • Roving Reference • Be proactive and show empathy • One-on-one approach • Participate in Professional Development Activities • Study and discuss issues • Try to improve services • Apply new techniques and resolutions • Personal Librarian • Give Freshmen a successful transition from high school to college (Ex:Bowling Green State University) • Personal touch bring students back repeatedly

17. Discussion Questions • What innovative programs could help combat anxiety and ease Freshmen into academic libraries?

18. Discussion Questions • What other suggestions, orpractical strategies,can be used to helppatrons become successful library users and provide them a less anxious learning environment?

19. Discussion Questions • Do you think Graduate students are less accustomed to library anxiety?