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An Exploratory Case Study of Library...

Lee, Scott William.

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An Exploratory Case Study of Library Anxiety and Basic Skills English Students in a California Community College District.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Exploratory Case Study of Library Anxiety and Basic Skills English Students in a California Community College District./
作者:	Lee, Scott William.
面頁冊數:	175 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: 4062.
Contained By:	Dissertation Abstracts International72-11A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3472626
ISBN:	9781124893129

An Exploratory Case Study of Library Anxiety and Basic Skills English Students in a California Community College District.
Lee, Scott William.

An Exploratory Case Study of Library Anxiety and Basic Skills English Students in a California Community College District. - 175 p.

Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: 4062.

Thesis (Ed.D.)--University of California, Los Angeles, 2011.

This item must not be sold to any third party vendors.

This sequential, mixed-methods case study examined Library Anxiety in a group of developmental English students attending eight of the nine colleges of the Los Angeles Community College District. A sample of 191 students was administered Bostick's Library Anxiety Scale (LAS) during the spring 2010 semester. Overall, levels for the LAS and it subscales were not high, but were comparable to other higher education populations studied. No college showed dramatically higher or lower levels than the others and most of the subscales were equal to each other with the exception of the Knowledge subscale which was about seven to twelve percent lower.

ISBN: 9781124893129Subjects--Topical Terms:

529436
Educational leadership.

An Exploratory Case Study of Library Anxiety and Basic Skills English Students in a California Community College District.
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520 $a This sequential, mixed-methods case study examined Library Anxiety in a group of developmental English students attending eight of the nine colleges of the Los Angeles Community College District. A sample of 191 students was administered Bostick's Library Anxiety Scale (LAS) during the spring 2010 semester. Overall, levels for the LAS and it subscales were not high, but were comparable to other higher education populations studied. No college showed dramatically higher or lower levels than the others and most of the subscales were equal to each other with the exception of the Knowledge subscale which was about seven to twelve percent lower.
520 $a Thirteen of the students who participated in the quantitative phase of the study agreed to be interviewed about their awareness of, use of and valuation of their college libraries. This data was examined to identify if high-anxiety participants differed in their responses from low-anxiety participants. Both groups demonstrated little awareness of their library or its services. The behavior and attitudes classroom instructors had the greatest effect on awareness and participants indicated they were seldom given assignments that required extensive knowledge or use of library resources. Levels of anxiety did have an effect on library use as high-anxious participants reported less use than low-anxious participants. Participants also reported extensive use of public libraries in addition to, or even instead of, their college library. Both groups placed great value on the library as a necessary resource for a successful college student. However, while most participants held the library, and librarians, in high esteem, they primarily used it for limited purposes such as finding a quiet place to study or to access personal computers.
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