Abstract
Over the past two decades, computer-based technologies have become dominant forces to shape and reshape the products and services the academic library has to offer. The applicationo of library technologies has had a profound impact on the way library resources are being used. Although many students continue to experience high levels of library anxiety, it is likely that the new technologies in the library have led to them experiencing other forms of negative affective states that may be, in part, a function of their attitude towards computers. This study investigates whether students' computer attitudes predict levels of library anxiety.
Highlights
Over the past two decades,computer-basedtechnologies have becomedominant forces to shape and reshapethe products and services the academiclibrary has to offer
Academic libraries of various sizes have spent a large percentage of their material budget on electronic commercial content, and the trend will continue.' These days, college students are faced with the choices of ever-changing modes of electronic accessing tools, interfaces, and protocols along with the traditional print resources in the library
The correlation matrix in table 1 was used to examine the multivariate relationship between library anxiety and computer attitudes. This relationship was assessed via a canonical correlation analysis
Summary
Over the past two decades,computer-basedtechnologies have becomedominant forces to shape and reshapethe products and services the academiclibrary has to offer. Once only a storehouse of printed materials, it is a technology-laden information network where students can conduct research in a mixed print and digital-resource environment, experience the use of advanced information technologies, and hone their computer skills. Mellon first coined the term in her study in which she noted that 75 percent to 85 percent of undergraduate students described their initial library experiences in terms of anxiety.[5] According to Mellon, feelings of anxiety stem from either the relative size of the library; a lack of knowledge about the location of materials, equipment, and resources of the library; how to initiate library research; or how to proceed with a library search. Library anxiety is often accorded special attention because of its debilitating effects on students' academic achievement.[9]
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