Library Review

Is library anxiety important?

Qun G. JiaoAnthony J. Onwuegbuzie
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 Introduction
Is library anxiety
For decades, librarians and library educators
important? have observed that some students feel more
comfortable while utilizing libraries than do
Qun G. Jiao and others. Indeed, the idea that students vary in
Anthony J. Onwuegbuzie their levels of apprehension experienced when
using academic libraries is not new. Yet, only
recently have formal investigations been
undertaken on the nature, etiology, charac-
teristics, and consequences of this
phenomenon. This phenomenon is known as
library anxiety. Constance A. Mellon first
coined the term in 1986. She noted that 75
per cent to 85 per cent of undergraduate
students described their initial library re-
The authors search experiences in terms of anxiety. Thus,
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Qun G. Jiao is an Assistant Professor and Reference library anxiety refers to an uncomfortable
Librarian, Newman Library, Baruch College, The City feeling or emotional disposition that is ex-
University of New York, New York, USA. perienced when students are utilizing the
Anthony J. Onwuegbuzie is an Assistant Professor, library or contemplating its use (Mellon,
Department of Educational Leadership, College of 1986). According to Mellon, feelings of
Education, Valdosta State University, Valdosta, Georgia, anxiety stem from either the relative size of
USA. the library, a lack of knowledge about the
location of materials, equipment, and re-
Keywords
sources of the library, how to initiate library
research, or how to proceed with a library
University libraries, Anxiety, Students search.
Although the prevalence of library anxiety
Abstract among college students has been acknowl-
The prevalence of library anxiety among college students edged by librarians and library educators,
has been acknowledged by librarians and educators for there are still those who question whether
over a decade. However, there are still people who library anxiety is a real phenomenon. The
question whether library anxiety is a real phenomenon. importance of library anxiety among graduate
The importance of library anxiety among graduate students is particularly challenged, due to the
students is particularly challenged. This study examined all-too-often assumption that graduate stu-
the relationship between library anxiety and trait anxiety dents enrolled in their degree programmes are
of 115 graduate students in the United States. Findings adequately prepared to utilize the library
revealed that trait anxiety was not significantly related to (Onwuegbuzie, 1997). Is library anxiety im-
any of the five dimensions of library anxiety, suggesting portant? This article seeks answers to this
that library anxiety is a unique, independent phenomen- question.
on. Therefore, library anxiety should be taken seriously.
An action-research approach to addressing library anxiety
was recommended. Literature review
Characteristics of library-anxious
Electronic access
students
The current issue and full text archive of this journal is Although levels of library anxiety are regarded
available at as lying on a continuum, it is common to
http://www.emerald-library.com describe the characteristics of prototypical
high- and low- anxious students. For high-
anxious students, using the library is a
negative experience (Fliotsos, 1992). Once in
the library, these students often exhibit many
Library Review
Volume 48 . Number 6 . 1999 . pp. 278±282 symptoms. For instance, when searching for
# MCB University Press . ISSN 0024-2535 books or periodicals, a library-anxious student
278
 Is library anxiety important? Library Review
Qun G. Jiao and Anthony J. Onwuegbuzie Volume 48 . Number 6 . 1999 . 278±282

may overlook maps and signs or misinterpret language, who have high levels of academic
directions and cues, refrain from asking for achievement, who are engaged in either part-
help, or give up their search relatively quickly time or full-time employment, and who
(Keefer, 1993; Kuhlthau, 1988, 1991). These infrequently visit the library. In addition,
same students often perceive that they are the when library-anxious students visit the li-
only ones who do not know how to use the brary, they tend to do so either to use the
library and who lack library skills. Their online computer indices, to return a book, to
perceptions culminate in shame, conceal- conduct a library search for thesis or dis-
ment, and subsequent avoidance behaviours. sertation topics, to obtain a book or article for
These behaviours, in turn, prevent high- an assignment, or to study for a class project.
anxious students from developing appropriate Finally, freshmen appear to report higher
library skills (Mellon, 1986). High-anxious levels of library anxiety than do sophomores,
students feel that other students are adept at juniors, and seniors.
using the library, while they alone are inept. At the graduate level, Onwuegbuzie and
Their incompetence is a source of embar- Jiao (1998a) investigated whether there is a
rassment and consequently should be kept relationship between library anxiety and
hidden. They feel that asking questions only learning styles. They reported that library-
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reveals their ignorance (Mellon, 1986). The anxious students tend to be those who like
reluctance of high-anxious students to share structure, who are self-motivated, who lack
their feelings of anxiety apparently can lead to persistence, and who are peer-oriented lear-
instructors overestimating their students' li- ners. In addition, they tend to prefer to
brary skills (Jacobson, 1991). receive information via visual mode, but not
via either tactile or kinesthetic modes. Also,
Components of library anxiety library-anxious students tend to require mo-
Library anxiety has been reported as being a bility in learning environments and do not
multidimensional phenomenon, comprising prefer to undertake difficult tasks in the
the following five components: barriers with afternoon.
staff, affective barriers, comfort with the In a follow-up study, Jiao and Onwuegbuzie
library, knowledge of the library, and me- (1998) examined whether library anxiety is a
chanical barriers (Bostick, 1992). According function of perfectionism. They found that
to Bostick, ``barriers with staff'' refers to a graduate students who maintain a perceived
student's perception that librarians and other need to attain standards and expectations
library staff are intimidating and aloof, as well prescribed by significant others (namely,
as the extent to which librarians are perceived friends, family, professors, and classmates)
as being too busy to assist students. ``Affective tend to have higher levels of library anxiety
barriers'' measures students' feelings of in- associated with affective barriers, comfort
adequacy about using the library. ``Comfort with the library, and mechanical barriers, than
with the library'' deals with how safe, wel- do their non-perfectionistic counterparts. In
coming, and non-threatening the library is addition, hope has been linked to library
perceived to be by students. ``Knowledge of anxiety. Onwuegbuzie and Jiao (1998b) re-
the library'' refers to how familiar students ported that students who have the poorest
feel they are with the library. Finally, ``me- sense of successful determination in relation
chanical barriers'' is concerned with feelings to their goals, and who have the least positive
that emerge as a result of students' reliance on appraisals of their ability to generate ways to
mechanical library equipment, such as com- overcome goal-related obstacles and to reach
puter printers, copy machines, change their goals, tend to have the highest level of
machines, and microfilm readers. library anxiety associated with comfort with
the library and knowledge of the library. Also,
Correlates of library anxiety students with the poorest sense of successful
Recently, a series of studies has been con- goal-related determination tend to have the
ducted investigating the relationship between highest level of library anxiety associated with
library anxiety and a variety of personality and barriers with staff, affective barriers, comfort
behavioral characteristics. Jiao et al. (1996) with the library, knowledge of the library, and
found that students with the highest levels of mechanical barriers.
library anxiety tend to be young, male, those Furthermore, in a recent study, Jiao and
who do not speak English as their native Onwuegbuzie (1999) provided evidence that
279
 Is library anxiety important? Library Review
Qun G. Jiao and Anthony J. Onwuegbuzie Volume 48 . Number 6 . 1999 . 278±282

self-perception is related to library anxiety. also anxious on an everyday basis, library

Specifically, graduate students with the lowest anxiety is no different from generalized
levels of perceived academic self-competence, anxiety, and, thus, it cannot be argued that
intellectual ability, creativity, and social library anxiety is a unique phenomenon.
competence tend to have the highest levels of An essential part of validating the library
library anxiety associated with affective bar- anxiety construct consists of identifying re-
riers and comfort with the library. lationships that exist between library anxiety
Onwuegbuzie and Jiao (1999a) have noted and other types of anxiety. Such investigation
that study skill also is a correlate of library would help us to understand further the
anxiety. In particular, they observed that nature of library anxiety. In addition, it allows
graduate students with the highest levels of for a direct test of the relative uniqueness of
library anxiety have the following study the construct from other dimensions of
habits: they tend not to follow an outline or anxiety. To the extent that significant overlap
some other kind of organized format when exists between library anxiety and other types
taking notes; they tend not to have a definite of anxiety, the conceptual and practical utility
but flexible study schedule for studying of library anxiety is questionable. Therefore,
specific subjects; they tend to write reports the purpose of this study was to investigate
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several days before they are due; they tend to the uniqueness of the phenomenon by ex-
stay with their study schedule except for very amining the relationship between library
good reasons; and they tend not to study anxiety and trait anxiety at the graduate level.
beyond the point of immediate recall.
Most recently, Onwuegbuzie and Jiao
(1999b) have found that academic procrasti-
Method
nation is significantly related to library anxiety
associated with affective barriers, comfort Participants
with the library, and mechanical barriers One hundred and fifteen graduate students
among graduate students. Their study indi- from a number of social and behavioural
cates that a bidirectional relationship exists science disciplines, who had enrolled in
between academic procrastination and library several sections of a graduate-level research
anxiety, with each affecting the other. methodology course at a mid-southern uni-
Surprisingly, although many correlates of versity in the United States, completed the
library anxiety have been identified, the Library Anxiety Scale (LAS) and the State-
uniqueness of this phenomenon has not been Trait Anxiety Inventory (STAI).
established at the graduate level. That is, even
though graduate students may be anxious Instruments and procedures
while in the library, it is not clear whether or The LAS, developed by Bostick (1992), is a
not library-anxious students represent those 43-item, five-point Likert-format instrument
who are also anxious on an everyday basis which assesses levels of library anxiety. The
(namely, who have high levels of trait instrument has five subscales, namely, bar-
anxiety). riers with staff, affective barriers, comfort with
the library, knowledge of the library, and
Trait anxiety and library anxiety mechanical barriers. For each subscale, a
Gaudry and Spielberger (1971) define trait response of ``1'' denotes strong agreement
anxiety as the relative stable proneness within with the statement, whereas a response of ``5''
each person to react to situations seen as denotes strong disagreement. An example of a
stressful. As such, trait anxiety is a relatively statement on the LAS is, ``I feel comfortable
permanent personality characteristic. It is using the library''. A high score on any
neither time nor situation specific. At the subscale represents high anxiety in this area.
undergraduate level, Mech and Brooks This instrument has been found to generate
(1995) found no significant differences be- both reliable and valid scores (Bostick, 1992;
tween students' levels of library anxiety and Jiao et al., 1996).
trait anxiety, concluding that, for undergrad- The STAI, which was developed by Spiel-
uate students, library anxiety is a separate berger et al., (1968), is a four-point Likert-
condition from the trait of general anxiety. If format scale. It has been designed to measure
it is indeed the case that library-anxious both state anxiety and trait anxiety. This scale
graduate students represent those who are is used extensively, and as such is accepted as
280
 Is library anxiety important? Library Review
Qun G. Jiao and Anthony J. Onwuegbuzie Volume 48 . Number 6 . 1999 . 278±282

being a reliable and valid measure of both validation for the library anxiety construct.
these constructs (Spielberger et al., 1968). In Most importantly, the fact that library anxiety
this investigation, only scores pertaining to is not related to trait anxiety helps to provide
trait anxiety were analyzed. strong evidence for the conceptual validity
Since participants received a score for each and independence of the construct.
of the five library anxiety subscales, as well as Now that it is clear that library anxiety must
for the trait anxiety scale, a correlational be taken seriously, researchers and practi-
analysis was used to determine the relation- tioners alike should turn their attention to the
ship between the library anxiety dimensions treatment and reduction of library anxiety. As
and trait anxiety. Specifically, Pearson's pro- such, it is believed that more research is
duct-moment correlation coefficients were needed to determine effective ways of redu-
utilized. These coefficients, which can vary cing students' levels of library anxiety. To this
from ±1 to +1, help to determine both the end, it is recommended that librarians, library
magnitude and direction of pairwise relation- educators, and instructors take an action-
ships. The sign of the magnitude tells us research approach to addressing library users'
whether the relationship is positive or nega- affective needs. Action research is a systema-
tive, whereas the numerical part of the tic study of attempts to change and improve
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correlation coefficient indicates the magni- educational practice by groups of participants

tude of the correlation. The closer the through their own practical actions (Ebbutt,
correlation coefficient is to 1 or ±1, the greater 1985). In effect, action research would
the relationship between the variables. change the role of librarians and library
educators from being the object of the
Findings research to a state in which they play a major
Findings revealed that trait anxiety was not role in the research process. Moreover, action
significantly related (p > 0.05) to either research would help library staff to view
barriers with staff (r = 0.03), affective barriers research as being integrated with practice
(r = 0.14), comfort with the library (r = 0.18), instead of as a process which is undertaken
knowledge of the library (r = 0.08), or independently and then implemented by
mechanical barriers (r = 0.08). This indicates librarians. By conducting research which
that library anxiety is not related to trait examines interventions aimed at reducing
anxiety, which, in turn, strongly suggests that library anxiety, librarians will not only in-
library-anxious graduate students typically are crease their levels of professionalism, but will
those who are not anxious in other areas of ultimately help to make libraries a positive
their lives. This finding, which pertains to place for as many users as possible.
graduate students, is consistent with that of
Mech and Brooks (1995), who reported no
relationship between library anxiety and trait
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