The Library as Place in the Lives of African-Americans

1. The Library as Place in the Lives of African-Americans Ruth C. Shoge D.L.S., Reference/Instruction Librarian Washington College Chestertown, Maryland ACRL 11th Annual Conference 4/12/03

2. Focus of this research To determine: • How African American Students and professionals perceive the library as a transforming agent in achieving academic and career success. • What factors motivate African American Students and professionals to use the library and its resources.

3. Why this topic? Civil Rights Activism • "Libraries can mold character, giving an individual powerful words to live by."Carl Rowan • "Library is the temple of learning, and learning has liberated more people than all the wars in human history. A black person who wants to be liberated first needs to get learning. If he does, it will make him a formidable force against a would-be oppressor."Carl Rowan • Freedom Libraries

4. The Research Questions • In which library activities are Black students most frequently engaged? • What factors motivate African-American students to use the library and its resources? • Is there a significant correlation between library activity engagement and perceived effect on the subjects’ academic performance? • Does the perception of the library’s philosophical role as a transforming agent differ significantly by age of respondents?

5. Previous Research • Ethlelene Whitmire’s findings, based on the College Student Experiences Questionnaire (CSEQ). African American Students used library sources more frequently that white students in the following areas: • (1) used the card catalog or computer, • (2) asked librarian for help, • (3) read in the reserve or reference section, • (4) used indexes to journal articles, • (5) developed bibliography, • (6) read basic reference documents, and • (7) checked out books.

6. Previous ResearchContinued • John Ory and Larry Braskcamp (1988) also found that minority students used the library more than White students. • The study was also based on the CSEQ dataset. • A comparative study of students in an honors program, a transition program, as well as in the regular curriculum.

7. More Research • Qun Jioa and Anthony Onwuegbuzie (1997) in their research on “The Prevalence and Reasons for University Library Usage” identified the top three reasons for students’ use of the library: • (1) to obtain a book or an article for a course paper. • (2) to study for a test. • (3) to use computerized indexes and online facilities.

8. More Research • J. Fielder (1975) found that the main reasons reported by respondents at the University of Washington Libraries for using the library were: • (1) to do class related reading, • (2) to do class related research and • (3) to study for a test

9. Methodology • Research Instrument • Survey questionnaire • 3 sections • Demographics • Library activities engagement • Respondents perception of the library

10. Methodologycontinued • Population • 187 African-American subjects in Maryland and Delaware. • 129 undergraduate students • 26 graduate students • 32 professionals • Educational Institutions 2 large public universities 2 Historically Black Colleges and Universities 2 small independent liberal arts colleges 1 large private university

11. Table 1. Descriptive Summary of Respondents

12. Analysis of data • Population divided into 2 groups • Group 1 – undergraduate students • Group 2 – graduate students and professionals Statistical Package for the Social Sciences (SPSS) was used to analyze the data. • Frequency analysis • T-tests • Correlations

13. Findings • Q1. In which library activities are African American students and professionals most frequently engaged? • Use electronic resources • Do research • Study • Do homework

14. Table 2 Means, Standard Deviations and t-Tests by Activities Listed in Descending Order of Mean Score by ActivityScale: 1 = very often; 5 = never ** Correlation is significant at the p<0.01 level

15. Findings (Continued) • Q2. What factors motivate African American students and professionals to use the library and its resources? • Help academic performance • Required to complete assignments • Library instruction

17. Findings (continued) • Q3. Is there a significant correlation between use of library and its perceived effect on academic performance? • Significant correlation between • Academic performance and use of resources. • Academic performance and use of the library as a place to study. • Academic performance and help from the reference librarian.

18. Table 4: Correlation of Library Effectiveness and Resources By Groups.Control Variable: “Use of library resources made a significant difference to my academic performance.”Scale 1 = strongly agree; 5 = strongly disagree

19. Findings (continued) • Q4. Does the perception of the library’s philosophical role as a transforming agent differ significantly by age of respondents? • There was a significant difference between the two age groups. • Respondents 34 years of age and older agreed with the statements. • Respondents in the 18-33 years of age group were undecided.

20. Table 7 Correlation of the Perception of the Philosophical Role of the Library with Age Groups.Scale 1 = strongly agree; 5 = strongly disagree

21. Conclusion • Small sample size does not allow for generalization beyond this group. • Respondents use the library to do research and study more than any other activities. • Respondents use the library to improve their academic performance. • Course preparation and tests are the main determinants behind library engagement.

22. Further Research • Repeat the survey covering a much wider geographic area. • Limit the population to undergraduate students. • Investigate the types of online resources used for research purposes.

23. Significance of the study • Adds to the body of literature on library use. • Gives the African-American perspective. • Encourages further research. • Has implications for library instruction.