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

Did You Say library apprehension? - Part TwoThe discussion thus far has centered on some of the barriers that contribute to library dread. What are librarians learnedness from the study of this permeating problem? The literature suggests that library anxiety impacts academic success or failure through learning styles and manner anomalies. In addition, studies are demonstrate how library anxiety is teaching librarians that best practices exist for areas such as bibliographic instruction. Graduate students and undergraduates alike arrive library anxiety. Qun G. Jiao and Anthony J. Onwuegbuzie have conducted numerous studies on this subject and found that certain behavior anomalies are connect to library anxiety, such as perfectionism and academic procrastination. It has been concluded that for socially convinced(p) perfectionists, the library is a threat for them and there exists a relationship betwixt perfectionism and library anxiety . This is also consistent with the re sults of Mellons study which inform that library anxious students feel that only they are inept at using the library while 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 reluctance to seek help from librarians fearing that their ignorance impart 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. reverence 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 causative relationship, it provides evidence that there are more than just time solicitude and study skill issues involved, but includes cognitive-affective components. These are only two examples of behavior anomalies sho wn to be linked to library anxiety. The broader perspective here is that library anxiety can lead to scholastic underachievement in students who are nervous more or less seeking help from a librarian and therefore tend to affirm lower quality work. Constance Mellons groundbreaking work in 1986 was the inaugural 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 around the research process was considerably lessened after contact with a librarian. She then developed exercises to be done in the library and added discipline into these sessions about the phenomena of library anxiety assuring students that is was a common occurrence.