Emporia State University

Information Literacy and

Library Anxiety in
College Students
Review of Literature
Christine Jones and Sierra Roach (McRae)
August 7, 2013

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Information Literacy and Library Anxiety in College Students
Abstract
Library anxiety has been on the rise since it was first identified by Constance Mellon in 1986.
Many factors have been identified on what is causing library anxiety and how to help students
overcome library anxiety so they can navigate libraries more successfully and improve their
information literacy. The literature included in this review will explore the causes of and
solutions for library anxiety in college students.
Keywords: information literacy, library anxiety















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Introduction
The reviewed literature has revealed that information literacy and library anxiety are linked
to the success college students achieve while conducting academic research. The literature
poised the question of how librarians and educators can aid students in combating library anxiety
in order to elevate their information literacy and become successful researchers. Information
literacy is the ability to focus on defining information needs, searching, evaluating, using and
managing information, and also understanding something of its social and legal implications
(Gibson, 2007). Library anxiety is an uncomfortable feeling or emotional disposition,
experienced in a library setting, which has cognitive, affective, physiological and behavioral
ramifications (Jiao & Onwuegbuzie, 2004).

Literature Review
Scope
Google Scholar and Library Literature & Information Science Full Text (H.W. Wilson-
EBSCOhost) established the research parameters used for this review of literature on the
correlation between library anxiety and information literacy. The keywords and terminology
used to build the literature were: Boolean logic; computer literacy; controlled vocabulary; library
anxiety; information seeking anxiety scale; search tools; web search; information literacy;
information technology fluency; discovery tools; terminology; linguistics.

Conceptual Approach
Much of the difficulty associated with educating students on how to become information and
library literate rests in the belief that library sciences cross-disciplinary structure along with its
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continually evolving framework leaves little room for a concrete foundation of instruction.
Despite library sciences flexible nature, attempts to formulate instructional guidelines for the
sake of both librarians and students have emerged in international library programs. Gibsons
2007 article on information literacy and information technology fluency highlights the relational
and research-based concept out of Australia known as the Bruce Tradition and the developmental
concept referred to as the Seven Pillars model from the United Kingdom (23).
The Bruce Tradition. The Bruce Tradition was conceived with the purpose of helping
librarians to construct a more solidified and understandable instructional method by pinpointing
and defining the key concepts of information literacy: (1) information technology; (2)
information sources; (3) information process; (4) the information control; (5) knowledge
construction; (6) knowledge extensions; and (7) wisdom (Gibson, 2007).
The Seven Pillars Model. The Seven Pillars Model functions as an evaluative tool to aid
students in their research process by providing them with a step-by-step checklist to utilize
during the library search. These seven steps provide students with a working model that allows
them to formulate their own research process by: recognizing an information need; determining
ways of addressing the information gap; constructing search strategies; locating and accessing
information; comparing and evaluating it; organizing, applying, and communicating it; and
finally, synthesizing and creating new products based on it (Gibson, 2007).
Technological Considerations in Information Literacy
Researchers reviewed which instruction methods were the most successful in aiding college
students. Developing search strategies like Pearl Growing and the Building Block Strategy, facet
analysis, controlled vocabulary, web searching and interaction with staff have all been identified
as barriers in successful searching when students are not familiar with these concepts. The
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literature reviewed the effects of offering instruction on these barriers and concluded that
offering instruction on these methods would prove beneficial in combating library anxiety and
increasing information literacy.
Changes in Technology. The issue of technological terminology in librarianship lies
between the academic fields of linguistics and rhetoric/communication (Coffey & Lawson,
2002, p. 152). With the evolution of linguistics and the rise in technological terminology,
librarians have had some difficulty in translating to students the meaning of a word or concept
due to the veritable shift in understanding and usage in differing disciplines. To best serve the
transforming needs of collegiate students, many information professionals have found
themselves revisiting their understanding of information literacy (Coffey & Lawson, 2002, p.
154):
Literacy is frequently viewed as a set of context-neutral, value-free skills that
can be imparted to individuals. A study of history, though, shows this model
of literacy to be off the mark Rather, technological change intersects with
other social, economic, cultural, and political factors to help determine how
literacy is practiced.
With such a strong emphasis now placed on understanding the lingo associated with online
databases and search engines, librarians are now called information professionals as their current
educational structure is reliant on technology. Librarians have the unique challenge of bridging
the traditional understanding of literacy with that of the digital world through continually
building their own technological skill set in order to be a more successful tool for students.
Discovery Tools. Another tool that has surfaced in recent years as a means for promoting not
only ease of access to the user, but also functions as strong instructional aid for librarians to help
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students navigate both the print and electronic materials of a collection is the discovery tool.
Discovery tools offer a truly integrated search experience, greatly improved relevance rankings,
response times, and increased consistency (Fagan, Mandernach, Nelson, Paulo & Saunders,
2012, p. 84) which subsequently allows librarians more success at meeting user needs. However,
even with the advancement of discovery tools, there still resides a need for them to be even more
user friendly in order for students to be less reliant on the strong presence of a librarians help.
Studies, such as usability testing, have revealed what elements of discovery tools are working
and highlighted some of the trouble areas. A WorldCat Local usability study showed that
students seemed to have difficulty navigating the brief item display due to the more
predominately placed review section. Another barrier students were found to have had were
misunderstanding the various editions and formats because the detailed item display was
confusingly depicted. And yet another difficulty students faced was performing searches within
specific subject areas (Fagan, et al, 2012, p. 87).
Methodologies
The majority of the literature included in this review was conducted though the Action
Research Method utilizing surveys, questionnaires and focus groups to gather data. All of the
included literature included graduate or undergraduate college student and sought to identify
different barriers or aids in seeking information.
Population. The target demographic primarily discussed in the literature covering library
anxiety and the negative effect it has on information literacy is that of the collegiate level student
population. It is important to note that much of the literature seeks to pinpoint what role
educators and librarians have and do play in the ability for students to effectively retain a more
well-rounded skill set in the development of their information literacy repertoire.
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Research Design. Jiao and Onwuegbuzie have 4 of their studies included in this review and
they conducted their research using between 94 and 133 graduate students. The other literature
included in this reviewed included somewhat larger populations and studied information literacy
and library anxiety in undergraduate students. Colaric and Kwon included approximately 200
students in their research and Hutcherson included around 300 students. Gender, race and
ethnicity were not taken into account in the studies reviewed.
The Action Research Method. The Action Research Method was used in designing all of
the included research with the common goal of answering the specific question of how educators
and librarians can aid students in increasing their information literacy while decreasing their
library anxiety. Many of the studies included in this review were conducted using the Action
Research Method with the primary goal of empowering the stakeholders, in this case graduate or
undergraduate college students. The studies were conducted with either pretest/posttest surveys,
questionnaires or focus groups. Focus groups were also used in gathering information through
action research. This concept is used to gain direct feedback from a given population and other
individuals that directly affect the level of retention a student might obtain. For example, the
Colaric (2003) article sought to determine what the current base knowledge of collegiate students
were regarding search engines. Ultimately the focus of this method was to pinpoint which of
these instructional types had exhibited the most benefit to the students: instruction by example,
conceptual models without illustrations, and conceptual models with illustrations. From there,
each instructional type was then broken down examined within these areas: declarative
knowledge, syntactic knowledge, and semantic knowledge (Colaric, 2003). All of the studies in
this review demonstrated a cooperative group inquiry and produced useful information that
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would lead to solutions. Additionally, all of the reviewed research included the Action Research
Cycle: Plan, Reflect and Act.
Library Anxiety Scale. The data collection instrument most often used in identifying
library anxiety was the Library Anxiety Scale (LAS). The LAS was designed in 1992 by Sharon
Bostick as a quantitative research tool to help identify library anxiety in library patrons, the LAS
has been modified by other researchers, but generally researchers use the original 43 LAS
statements that have five dimensions.

Findings/Results
Researchers included in this review of literature have identified several research methods,
search tools and library aids that can help college students overcome library anxiety and improve
their information literacy. Developing a search strategy, conducting facet analysis and creating a
controlled vocabulary have proven to successfully aid students during library instruction sessions.
Having library staff members update their training to include the latest technology and research
information and staffing a library with personnel who create are approachable has also been
identified as ways to successfully aid students in overcoming library anxiety.
The literature has also concluded that reviewing the five dimensions of library anxiety and
discussing those barriers with students can decrease library anxiety. Those barriers are
interactions with library staff, feelings of anxiety in the library, comfort level in the library,
familiarity of the library and technological barriers that may be affecting research in the library.
Identifying the barriers that are preventing students from being successful will improve
information literacy and decrease library anxiety, thus aiding students in better research
capabilities.
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Develop a Search Strategy
There are several search strategies used in information resources, the most common being
The Building Block Strategy and the Pearl Growing Strategy. The Building Block Strategy uses
the researchers facet analysis with sublevel searches. Pearl Growing requires researchers to
begin their research with a few selected materials and build their research off of them. Karen
Drabenstott encourages her students to begin using The Building Block Strategy since that is
what will be more familiar and come more naturally and then build up to using The Pearl
Growing Strategy. Eventually, she teaches her students that then can perform research by going
back and forth from one strategy to the other without any negative implications.
Facet Analysis
Facet Analysis is breaking down a subject of a document into component parts. This is
another basic retrieval skill that has seemingly stood the test of time. Drabenstott learned this
method of querying information systems when she was a student nearly 30 years ago and she
teaches it to her students today. She rationalizes that teaching students to break their topics into
key facets or concepts helps them to achieve a more productive information search. Teaching
facet analysis helps students better understand basic searching concepts such as Boolean
searching. Since there are often concepts that are combined, using AND in a Boolean search
will provide superior results than searching keywords individually. Notice using AND will
eliminate queries that do not include entries that have both social and economic in them. When a
broader search is desired Boolean operators can include OR to include all entries that have
either search word in them.


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Controlled Vocabulary
Using a facet analysis will help students identify the concepts they would like to search.
Once those concepts are identified they will want to develop a controlled vocabulary for their
search, often the thesaurus will be very beneficial to students. Educational Resources
Information Center (ERIC) is a good place for students to begin if they are having a difficult
time developing a controlled vocabulary. According to Drabenstatt ERIC includes resources
about education, library science and information science, all usually familiar topics for students.
Having material that is familiar will make students more comfortable learning how to develop a
controlled vocabulary and use the ERIC Thesaurus of Descriptors. Encouraging students to
develop a controlled vocabulary will be a valuable skill throughout their schooling and career
alike.
Web Searching
Web searching has gained tremendous popularity in recent years and students are prone to
begin research by conducting a web search about their topic. While it is usually preferable to
perform an academic search, students can be successful in researching the internet with proper
instruction. The biggest benefit to web searching according to Drabenstott, is that performing a
web search can be done across many search engines broadening the scope of information, but the
inability to put perimeters on a search, like Boolean perimeters, can make searches return too
many results.
Interaction with Library Staff
Outdated teaching styles can be detrimental to the success of students in both a classroom
and a library setting. Drabenstott, has identified recently trained faculty members as an asset to
her program. The newly trained faculty members bring new ideas and knowledge to the program
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and these new ideas help teach information literacy to students making them better equip to
retrieve information. Most library professionals will not perform a search for a student, they will
instead help the student perform a successful search. Drabenstott recommends library
professionals aid students by helping the students to identify their information needs, creating a
facet analysis, brainstorming search terms, identifying possible databases and instructing them
on how to perform a Boolean search. Gains and Stoddart also believe students should be
encouraged by library staff to continually seek aid from library staff for optimal success.
Melissa A. Gains and Richard A. Stoddart have found in their research that students often
lack information literacy because most of their course text books only include an introduction or
reinforce information literacy ideals. Gains and Stoddart concluded through their research that
academic librarians can supplement information literacy by providing the following services:
Familiarize themselves with the texts courses on their campuses and learn the subject
matter
Learn the concepts in the text books
Include course texts in bibliographic instruction sessions
Collaborate instruction sessions with course instructors, request syllabus and other course
materials
Review course specific textbooks when planning information literacy sessions for
specific courses
Multiple instruction sessions has proven most beneficial, encourage students to continue
attending sessions


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Appendix
Table 1

Source: Learning-Org Discussion Pages, Single
and Double Loop Learning, Learning-Org
Dialog on Learning Organizations,
http://www.learning-
org.com/graphics/LO23374SingleDLL.jpg








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