Articlediamond2021

Assessing Information Literacy Skills and Library Anxiety of First-Year Occupational Therapy Graduate Students

2 citations0/0 files storedJournal of Occupational Therapy Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Library Science and Information Literacy Health Sciences Research and Education Health Literacy and Information Accessibility

Abstract

In today’s academic environment, students equipped with self-regulated learning and information literacy (IL) skills have an excellent opportunity for professional success given the current information-based practices in health care. Purposefully providing IL instruction to students early in their coursework will help them develop competent research skills applicable to their remaining studies and scholarly projects. Along with IL challenges, students can experience “library anxiety,” which the literature identifies as a contributing factor to poor academic performance. This study explored components of library anxiety in Master of Occupational Therapy (MOT) students and identified opportunities for IL training that could help students become more confident and proficient in analyzing research publications. The study was embedded in a class assignment, that had the students, in small groups, connect with a university librarian for a one-hour research consultation and review of library resources. Participants in the study completed a pre- and post-survey of 17 questions utilizing a 4-point Likert scale. The results indicated that the students experienced significant positive change in their confidence level with utilization of research tools. Results also showed that students had increased comfort in seeking help while using the university library. The study suggests that the students’ ability to find and assess quality research material will only improve with practice. Despite the availability of new technology that does not necessitate human contact to facilitate research, face-to-face interactions are the most effective mode of communication for questions that are involved and complex, such as graduate students’ scholarly projects.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 2 citations exist upstream.

References

1986Library Anxiety: A Grounded Theory and Its Development 1997Antecedents of Library Anxiety 2018Three Perspectives on Information Literacy in Academia: Talking to Librarians, Faculty, and Students 2013Why Some Students Continue to Value Individual, Face-to-Face Research Consultations in a Technology-Rich World 2010Becoming an Andragogical Librarian: Using Library Instruction as a Tool to Combat Library Anxiety and Empower Adult Learners 2014Student Confidence/Overconfidence in the Research Process 2017Research Needs and Learning Format Preferences of Graduate Students at a Large Public University: An Exploratory Study 2010Graduate Students and the Library

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.