PLANNING INSTRUCTION & LEARNING ACTIVITIES (read more: pp 158 - 162 in the JITT Guide)
WHAT IS IT?
Students often experience fear or anxiety when they are confronted with having to use the library for a research project (Mellon, 1986; Kulthau, 1991). They experience feelings of being lost and/or intimidated, which stem from: size of library, location of resources, where to begin, and fear of reaching out.
Library anxiety can impact student success because students may: not attend or learn from library tours or classes; develop poor study habits; be unable to perform library-related tasks; become library and search avoidant; be reluctant to ask library staff for help (Carlile, 2007)1.
Library anxiety can be exacerbated by assumptions faculty have about how undergraduate students approach information research (Leckie, 1996), the design of research-based writing assignments (Head and Eisenberg, 2010), and misperceptions students have about the nature of research (Hinchliffe, Rand & Collier, 2018; Rempel & Deitering, 2017).
- or more of all undergraduate students express some degree of library anxiety (Abusin & Zainab, 2010; Mellon, 1986).
- of undergraduates feel uncomfortable searching for information (Blundell & Lambert, 2014).
- “Friendly and very welcoming staff.” [from a library orientation]
- “I am no longer hesitant or intimidated when it comes to the process of information collection for a report. I am also much more knowledgeable in what resources are available to me to make my research truly stand out.’’ [from a library research class]
- What do you assume about how your students approach information research?
- What do written assignment instructions in your class communicate to students about their research process?
- How can you share examples with your students of times you encountered challenges in your own information research process and how you navigated them?
- 1. List of all references in the complete JITT Guide.