Institutional Literacy and Libraries: Addressing Library Anxiety with a Personal Librarian Program

2021 ◽  
Vol 15 (2) ◽  
pp. 1-19
Author(s):  
Brad Doerksen
Keyword(s):  
Information Literacy ◽  
Literacy Practices ◽  
Library Services ◽  
Host Institution ◽  
Library Anxiety ◽  
Library Users ◽  
Low Levels ◽  
The University ◽  
Ways Of Being

This article considers institutional literacy as a lens through which to consider causes of library anxiety and the development of library programs. Institutional literacy is the ability to read and engage with the ways of being and doing that are -- often invisibly -- embedded into institutions of all kinds. This article posits that the ability of library users to confidently engage with library services is in part predicated on the level of institutional literacy these users have, both in the institution of the library itself and any larger host institution – such as a university. A setting such as a university requires a range of literacies, and those developing programs and services in such settings should not assume new and potential library users already have developed these literacies. While librarians are accustomed to considering information literacy as their contribution to this matrix, unfamiliar institutional literacy practices can present obstacles to new library users becoming information literate. A comparison of research on the effects of a lack of institutional literacy and research into library anxiety demonstrates parallels that suggest that low levels of institutional literacy are a contributing factor to library anxiety, creating one of the aforementioned obstacles. Acting as institutional literacy mediators is one way library workers can respond to this challenge. The article concludes with a description of how the theoretical lens thus developed was used to inform the development of a personal librarian program at the University of Regina, in part by positioning librarians as institutional literacy mediators.

Library Anxiety

2020 ◽  
pp. 38-58
Author(s):  
Anjaline C. ◽  
Sheba Priskkillal C.
Keyword(s):  
Information System ◽  
Information Services ◽  
Information Resources ◽  
Library Services ◽  
Remedial Measures ◽  
Minimal Level ◽  
Library Anxiety ◽  
Library Users ◽  
Psychological Barrier ◽  
Library Resources

Recent surveys on usage of library services reveal that nearly one third of the user population uses the library resources effectively to fulfill their information requirements. The remaining two thirds are either under-utilizing or using at minimal level. The reasons for non-usage of library resources include the anxiety towards the information system. Library anxiety is a kind of psychological fear experienced by the users while using information services or accessing the ICT-based information resources in a library. Library anxiety is characterized by negative emotions including tension, fear, feelings of uncertainty and helplessness, negative self-defeating thoughts, and mental disorganization that are experienced in the library setting. It is a kind of psychological barrier that hinders the effective usage of library-based information resources. It is more prevalent among the beginners than others. This chapter highlights anxiety, types of anxiety, different types of library users, causes of library anxiety, and the remedial measures to overcome library anxiety.

The Contribution of Effective Library and Information Services to Academic Achievements at Some Selected Universities in Ghana

Libri ◽  
2016 ◽  
Vol 66 (4) ◽  
Author(s):  
Mac-Anthony Cobblah ◽  
Thomas van der Walt
Keyword(s):  
Quantitative Research ◽  
Academic Work ◽  
Information Services ◽  
Library Services ◽  
University Libraries ◽  
Doctoral Study ◽  
Academic Achievements ◽  
Library Users ◽  
Training Programmes ◽  
The University

AbstractThis paper, which is largely based on the findings of my doctoral study, investigated the contribution of effective library and information services to academic achievements at universities in Ghana. The main objective of this study was to assess and explore the effectiveness of library and information services and establish its contribution to efficient academic work. The researchers adopted a mixed methods approach in which both qualitative and quantitative research approaches are used in a single study. This study used a survey research design because of the large and wide-spread population involved. The results of the study established that there is a correlation between effective library and information services and academic achievements at the universities in Ghana. The study also establish that library users were generally satisfied with the services provided by the university libraries and the provision of study space, book lending and Internet services turn out to be the most effective and highly patronized services. The findings on the challenges facing the delivery of effective library and information services clearly indicate that inadequate staff training programmes were affecting the ability of library staff to deliver effective library services. Finally, this paper has made recommendations on how to improve upon the effectiveness of library and information services to enhance academic work at universities in Ghana.

scholarly journals Northumbria University: impact on improving students' confidence and competence in information and IT skills

2009 ◽  
Vol 29 (91) ◽  
Author(s):  
Anne Middleton
Keyword(s):  
Complex Interaction ◽  
Satisfaction Survey ◽  
Library Services ◽  
Performance Indices ◽  
University Library ◽  
Library Users ◽  
And Performance ◽  
The University ◽  
It Skills

The University Library and Learning Service (ULLS) already measure their performance by the usual parameters - recording various usage and performance indices, including a user satisfaction survey. By endeavouring to measure 'impact' however, this project offered ULLS a different opportunity - to gain a deeper understanding of the complex interaction between library users and library services and resources.

scholarly journals Cartooning the Cambridge University Libraries

2021 ◽  
Vol 15 (3) ◽  
pp. 143
Author(s):  
Clare Louise Trowell
Keyword(s):  
Popular Culture ◽  
Case Studies ◽  
Information Literacy ◽  
Visual Learning ◽  
First Century ◽  
Library Services ◽  
University Libraries ◽  
Research Support ◽  
Cambridge University ◽  
Library Users

Comics and cartoons are valued in twenty-first century popular culture and are increasingly used as ‘Applied Comics’ to help communicate key messages and information in society. However, there is less evidence of cartoons and comics being used to communicate with and engage library users in learning, information literacy (IL) and research support. This paper explores case studies of how several different projects have utilised comics as a medium to deliver key messages about library services to support teaching and research at Cambridge University Libraries. The paper examines the use of comics and cartoons in a library context framed in a theory of comics and visual learning. The reception and output of the comics and cartoons with different audiences at Cambridge University Libraries is explored and the paper proposes that further research could be done to examine the potential of comics in communication and IL.

scholarly journals Library as Research Lab

2020 ◽  
Author(s):  
Justin Schell ◽  
Meghan Sitar
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Thinking ◽  
Information Science ◽  
Lessons Learned ◽  
Library Services ◽  
Research Experiences ◽  
Research Libraries ◽  
Research Activities ◽  
The University

Information literacy at the graduate level can happen at the intersection of research method education and mentorship into a disciplinary community of practice with its own traditions of inquiry, communication, and knowledge creation. Funded by the Institute for Museum and Library Services, the Library as Research Lab Project at the University of Michigan enables graduate students, academic librarians, and information science faculty to engage in a series of research activities together, illuminating tacit knowledge in information studies and librarianship, both as a discipline and as a profession. In the project, three interconnected labs pursue authentic research questions emerging from challenges faced by the Library while providing School of Information students with mentorship, new skills, and a fellowship stipend. A common curriculum across the labs includes research ethics, publishing, project management, and current issues in higher education research. Engaging with the frames of “Research as Inquiry” and “Scholarship as Conversation” from the Association of College and Research Libraries Framework for Information Literacy in Higher Education​, students also learn how to effectively discuss, iterate upon, and present their research activities to different audiences. At the end of the fellowship, students enter the profession with an understanding of complex challenges facing libraries and with new strategies for responding to ambiguity and pursuing new solutions through research. As we complete the final year of the grant, the librarians from the Design Thinking for Library Services Lab will reflect on lessons learned and share student perspectives as a way of discussing how similar initiatives might facilitate positive and critically engaged research projects at other institutions. Attendees will be able to describe strategies for developing similar environments in support of authentic research experiences and will be able to apply strategies documented in a mentoring handbook from the project in their own work.

scholarly journals Factores que motivan el uso de la biblioteca universitaria

2017 ◽  
Vol 7 (14) ◽  
Author(s):  
José Segoviano Hernández ◽  
Miguel Ángel Palomo González
Keyword(s):  
Academic Library ◽  
The Other ◽  
Library Services ◽  
University Libraries ◽  
Research Project ◽  
University Library ◽  
Library Users ◽  
Library Use ◽  
Use Studies ◽  
The University

Abstract: This paper presents the results of a documentary search about factors that motivate the use of university library. Literature about these factors was not found, either not standards or indicators used to measure those factors’ impact. On the other side, evidence was found about the decrease in library attendance, reported by the university libraries themselves; however, no evidence about the causes of this phenomenon was found. In sucha context, this article presents a research project that will be applied in 3 universities at Northeast Mexico, in which a methodology to identify and analyze motivation in students to use the university library is proposed.Keywords: academic library, library use studies, library users, motivation, library services, user satisfactionResumen: En este trabajo se presentan los resultados de la revisión documental sobre el tema de los factores que motivan el uso de la biblioteca universitaria. No se encontró literatura sobre estos factores y tampoco se encontraron normas o indicadores de referencia que permitan medir su impacto. Por otro lado, se encontró evidencia de un descenso en la asistencia reportada por las bibliotecas de las instituciones de educación superior, pero no se encontró evidencia de sus causas. Ante este escenario, en el presente artículo se plantea unproyecto de investigación que se aplicará en 3 universidades del noreste de México, en el cual se propone una metodología para identificar y analizar los factores que motivan, a sus estudiantes para utilizar la biblioteca universitaria.Palabras clave: biblioteca universitaria, estudios de uso de biblioteca, usuarios de biblioteca, motivación, servicios bibliotecarios, satisfacción de usuarios.

scholarly journals Library Support to Distance Learners

2011 ◽  
pp. 122-134
Author(s):  
Kshema Prakash
Keyword(s):  
Social Networking ◽  
Information Literacy ◽  
Support Services ◽  
Distance Learners ◽  
Library Services ◽  
Distance Learner ◽  
Library Support ◽  
The University ◽  
Distance Education System ◽  
Social Networking Tools

The chapter discusses library support services in a distance education system and their value and importance in the overall development of a learner in general and a distance learner in particular. The chapter also traces how emerging digital technologies allow libraries to offer efficient support services to distance learners. This case of Distance Library Services at a university in India describes the evolution, experiences and challenges of offering distance library services through the university. The chapter focuses on information literacy and use of social networking tools. Development of information literacy is critical for distance learners, and social networking tools based on Web 2.0 technologies may provide library services and impart information literacy to distance learners. The chapter concludes with some suggestions pertaining to opportunities and future propositions.

scholarly journals Developing informational literacy among doctoral students and researchers - Case Åbo Akademi University Library and Turku University Library

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Eva Costiander-Huldén ◽  
Leena Järveläinen
Keyword(s):  
Focus Group ◽  
Doctoral Students ◽  
Information Literacy ◽  
Information Search ◽  
The Other ◽  
Library Services ◽  
Transferable Skills ◽  
University Library ◽  
Group Interviews ◽  
The University

In recent years, there has been a demand to include doctoral students and researchers in the curriculum for information literacy. Not only information search, but also the expertise of the librarians in scientific publishing, bibliometric analysis is demanded. As a result of the demand the two universities in Turku/Åbo have developed their research services. The libraries have also met for benchmarking and further cooperation is being discussed. 1.The implementation of three focus group interviews with 18 researchers at Åbo Akademi University The Focus Group survey methodology has its roots in social science qualitative research. It is widely used in the library world and is considered to be suitable particularly well for the evaluation and development of library services. The overall purpose with our interviews was to obtain feedback on how library users (in this case, researchers and graduate students) wish ÅAUL to develop its services to better meet their needs. Three group interviews were conducted, with 6-8 participators. The following questions were, among others, discussed in every session: How do the researchers perceive the library's role in their daily work? What is the starting point for retrieving information (e.g. The MetaLib portal, Google Scholar or other)? Is there a need for courses/more supervision in information search and reference management? Is there a need for tailored and integrated library services? As a result of the sessions and analysis of the group discussions a number of measures were proposed: Targeted teaching of subject-specific databases, more topic-specific sessions in the library portal and RefWorks. Compulsory information retrieval course for first year doctoral students. Information Weeks or "hands on" sessions on campus libraries. The library should participate more in workshops and seminars to increase their visibility and their services. The library should actively consider how to measure the impact and influence of such as the teaching of information retrieval and databases to better develop and monitor the results. More individual supervision and focus on the personal touch. The presentation will also discuss the pros and cons of the focus group method. 2.Transferable skills for researchers in Turku University Library (TUL) In Turku University Library the need for IL among doctoral students and researchers had also been recognized and when the University of Turku Graduate School (UTUGS) was established in 2011, the library immediately contacted the coordinator of UTUGS. Already in the first meeting both parties agreed that the first training of which the library would be responsible would take place in Spring 2012. The course blended well into the other transferable skills training of UTUGS. The IL course contents were then planned with the UTUGS Coordinator who had the best knowledge of what the PhD students would need from the library. E-resources, reference management, affiliation, plagiarism etc. were discussed and the first course description was written. One of the key elements was that other experts in the university were asked to lecture also. They covered subjects like ethics and plagiarism. For all three courses the library has asked for feedback and adjusted the content respectively. For the most part the feedback has been encouraging but there are still things to be done. Which are the interfaces with the other UTUGS courses? How can the course participants benefit more of the interdisciplinary groups they are studying in? Does the training have effect on the research the participants are doing? 3.Cooperation and benchmarking Since 2004, The Information Literacy Network of the Finnish Universities has coordinated further education and exchanges of experiences. Some of the members were appointed in 2012 to develop the recommendations of information literacy in universities and universities of applied sciences in Finland. The recommendations are now under consideration by the libraries and will be used in negotiations with the university administration to implement compulsory studies of information skills among doctoral students. On a local level, ÅAUL and TUL, as neighbouring libraries, have strengthen the exchange of ideas and experiences during the last years. As ÅAUL started with focus group surveys and abstracts before implementing information literacy courses, TUL started with customized courses for doctoral students last year. There have been fruitful, professional discussions and more elaborative benchmarking sessions between the libraries. Together the both libraries have also hosted the University Library of Gothenburg and arranged a two-day-long benchmarking seminar about research services.

scholarly journals Escape the welcome cliché

2018 ◽  
Vol 12 (1) ◽  
pp. 86 ◽  
Author(s):  
Hannah Wise ◽  
Julie Lowe ◽  
Adam Hill ◽  
Laura Barnett ◽  
Charlotte Barton
Keyword(s):  
Information Literacy ◽  
Support Services ◽  
Teaching Practice ◽  
Information Overload ◽  
Library Services ◽  
Learning Support ◽  
Positive Outcomes ◽  
Learning And Teaching ◽  
Good Learning ◽  
The University

The University of Surrey Library and Learning Support Services (LLSS) recognised an increasing need to transform its welcome, induction and orientation activities for students. Past activities have entailed delivering information to students in ways which may have led to information overload and lack of engagement by students with library services. The LLSS have been exploring innovative ways to welcome students to university, moving away from didactic approaches. This paper presents one such innovation produced among a series of activities during 2017/18, an educational escape room, informed by the work of Walsh (2017). This activity invited students to solve a series of themed puzzles in the escape room, introducing them to library services and information literacy (IL) skills to support their studies. This report provides an account of the challenges and positive outcomes encountered in designing the escape room, with a view to sharing good learning and teaching practice.

scholarly journals Escape the welcome cliché

2018 ◽  
Vol 12 (1) ◽  
pp. 86
Author(s):  
Hannah Wise ◽  
Julie Lowe ◽  
Adam Hill ◽  
Laura Barnett ◽  
Charlotte Barton
Keyword(s):  
Information Literacy ◽  
Support Services ◽  
Teaching Practice ◽  
Information Overload ◽  
Library Services ◽  
Learning Support ◽  
Positive Outcomes ◽  
Learning And Teaching ◽  
Good Learning ◽  
The University

The University of Surrey Library and Learning Support Services (LLSS) recognised an increasing need to transform its welcome, induction and orientation activities for students. Past activities have entailed delivering information to students in ways which may have led to information overload and lack of engagement by students with library services. The LLSS have been exploring innovative ways to welcome students to university, moving away from didactic approaches. This paper presents one such innovation produced among a series of activities during 2017/18, an educational escape room, informed by the work of Walsh (2017). This activity invited students to solve a series of themed puzzles in the escape room, introducing them to library services and information literacy (IL) skills to support their studies. This report provides an account of the challenges and positive outcomes encountered in designing the escape room, with a view to sharing good learning and teaching practice.

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