Library anxiety
Library anxiety refers to the fear or apprehension individuals may experience when using a library for research purposes. This phenomenon was first identified in the 1970s and notably studied by Constance A. Mellon in the mid-1980s. Her research revealed that a significant majority of college students felt anxious about their library skills and were often reluctant to seek help from librarians due to feelings of inferiority. This anxiety can stem from various factors, including the overwhelming scale of library resources and the perception that their research skills are inadequate, particularly among new university students and first-generation college students.
Library anxiety is categorized as situational anxiety, meaning it is tied to specific contexts rather than inherent personality traits. The rise of online resources has also complicated students' abilities to navigate physical libraries, often leading them to overestimate their research capabilities. To address library anxiety, many libraries have implemented strategies focused on creating a welcoming environment, such as visible staff assistance and cozy reading areas. Additionally, integrating library research into academic courses and offering informational tours can help familiarize students with library resources. By reducing library anxiety, institutions have found a correlation with improved academic performance among students.
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Library anxiety
Library anxiety is a fear of the library and of using it to find research materials, and may extend to librarians and other staff members. The subject was first raised in the library community during the 1970s. Constance A. Mellon published a study, "Library Anxiety: A Grounded Theory and Its Development," in College & Research Libraries in March 1986. Mellon analyzed journal entries made by college students on a research assignment and found that 75 to 85 percent of the students viewed the library with fear or anxiety. They questioned their library skills, were ashamed of their perceived inferiority, and were afraid to ask for help because they believed to do so would reveal their shortcomings. This condition has become an increasing problem for students, and many university librarians have focused attention on reducing student anxiety and improving students' research skills.
Overview
Since Mellon gave the condition its name in her published report, a number of other studies have revealed a great deal about library anxiety and who is affected by it. Library anxiety is described as a state anxiety, meaning it is linked to a situation rather than traits of individuals affected. The increased availability of online research sources may contribute to individuals' difficulties in using libraries. Researchers have found many new university students overestimate their research skills. They often rely on search engines, and are unaware of the range of sources available. Many have difficulty evaluating the quality and reliability of information. When faced with the vastness of a library, and their own lack of knowledge about how to find sources in a physical space, many become anxious.
As researchers realized the scope of the issue, some looked for ways to evaluate library anxiety. In 1992, librarian Sharon Bostick developed the Library Anxiety Scale. This measurement tool helps qualify library anxiety and allows researchers to gather information about demographics. Research has found that some groups have concerns specific to their situations. For example, first-generation college students may be anxious about finding information in university libraries, which are often large in scale and may look intimidating.
Many libraries have tried to find ways to address library anxiety. Libraries have found that they can help patrons by being human-centered facilities. This includes having people on staff visible—especially near the entrance—and making the layout of the library inviting. For example, a staffed checkout desk near the entrance provides opportunities to interact with people, and assigning graduate students and other young employees to work in these locations may help students feel relaxed. Inviting alcoves for reading are cozy alternatives to traditionally grand, open reading rooms. Many university librarians have worked with instructors to integrate research into courses; this can help students overcome anxiety. Some libraries have introduced informational sessions, when students can meet library staff and get a tour of the library to become familiar with where to find information. Individuals may be able to overcome library anxiety by reaching out to library staff, either in person or online. Some instructors offer students suggestions about ways to make research easier and lessen anxiety about going to the library. Universities have found that reducing library anxiety often improves academic performance.
Bibliography
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