Prevalence and Reasons for University Library Usage.

Autor/inn/en	Jiao, Qun G.; Onwuegbuzie, Anthony J.; Daley, Christine E.
Titel	Prevalence and Reasons for University Library Usage.
Quelle	(1997), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Libraries; College Students; English (Second Language); Higher Education; Library Materials; Library Services; Online Catalogs; Student Attitudes; Student Surveys; Use Studies; Users (Information) + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bibliotheksarbeit; Online catalog; Online catalogue; Online catalogues; Online-Katalog; Schülerverhalten; Schülerbefragung; Benutzerschulung; Benutzerprofil; Nutzer
Abstract	A study of 522 university students was undertaken to determine how often they used their library and why, as well as to develop a general profile of college student library users. Descriptive statistics revealed that the majority of students used the library at least once a week. Obtaining a book or an article for a course paper was the most common reason cited for library use, followed by studying for a test, and then using the computerized indexes and online facilities. A setwise multiple regression analysis revealed that students who used the libraries most tended to be older, male, those who did not speak English as their native language, who lived the nearest to the academic library, who preferred to study alone, and who had the lowest levels of library anxiety. In addition, these students tended to visit the library either to study for a test, to read current newspapers, to read their own textbook, to use computerized indexes and online facilities, or to meet friends. The implications of these findings are discussed, as are recommendations for future research. (Contains 15 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01