Did You Say Library Anxiety? - Part Two :: Essays Papers

Did You Say Library Anxiety? - Part TwoThe discussion thus out-of-the-way(prenominal) has centered on some of the barriers that contribute to library apprehension. What are librarians learning from the study of this pervasive problem? The literature suggests that library anxiety impacts academic succeeder or failure through learning styles and behaviour anomalies. In addition, studies are showing how library anxiety is teaching librarians that best practices exist for areas such as bibliographic instruction. Graduate students and undergraduates alike experience library anxiety. Qun G. Jiao and Anthony J. Onwuegbuzie have conducted numerous studies on this subject and found that certain behavior anomalies are linked to library anxiety, such as perfectionism and academic procrastination. It has been concluded that for socially prescribed perfectionists, the library is a threat for them and there exists a relationship between perfectionism and library anxiety . This is also consi stent with the results of Mellons study which reported that library anxious students feel that wholly they are inept at using the library plot of ground other students do not experience the same problems, and that this ineptness is a source of embarrassment and should be kept secret. These feelings result in a hesitancy to seek help from librarians fearing that their ignorance will be exposed. In turn this anxiety, in all likelihood, leads to library avoidance.Library avoidance behavior has also been found in the phenomena of academic procrastination. Fear of failure and task aversion resulting in procrastination has been found to be related to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Although it is unclear whether this is a causal relationship, it provides evidence that there are more than just time management and study skill issues involved, but includes cognitive-affective components. These are only two examples of behavio r anomalies shown to be linked to library anxiety. The broader perspective here is that library anxiety can lead to scholastic underachievement in students who are nervous about pursuance help from a librarian and therefore tend to produce lower quality work. Constance Mellons groundbreaking work in 1986 was the first to not only identify library anxiety, but to discover how it affects the learning process. While designing an instruction program, she discovered that anxiety students felt about the research process was well lessened after contact with a librarian. She then developed exercises to be done in the library and added information into these sessions about the phenomena of library anxiety assure students that is was a common occurrence.