THE IMPACT OF INFORMATION LITERACY INSTRUCTION ON THE LIBRARY ANXIETY AND INFORMATION COMPETENCY OF GRADUATE STUDENTS

Abstract

Many persons enrolling in graduate programs of study do so with varying levels of research skills. The lack of research skills often results in students experiencing some level of library anxiety, which occurs most often at the outset of a research assignment. The role of information literacy instruction is to provide students with the skills necessary to define the information need, understand the resources available to fill the need, understand the process for evaluating information, and understand what it means to use information in an ethical manner. This study explored the relationship between the library anxiety and the information literacy competencies of graduate students and the attitudes of the graduate faculty on the need for information literacy instruction.

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