This presentation shares the results from a mixed-method comparison study that examined library anxiety between freshmen honors students and freshmen enrolled in a University Learning course that serves as a college introductory course. The study explored the levels of library anxiety, overconfidence, barriers, and behavioral factors. Findings indicated that honors students had higher levels of library anxiety and associated perfectionism and self-esteem more closely with library use. University Learning students worked longer and more independently to use resources before seeking help. Knowing these results, teaching librarians could create tailored instruction sessions to address and alleviate library anxiety and its effects.
Participants will: 1. differentiate the levels of library anxiety and overconfidence between honors and University Learning college freshmen. 2. be able to identify instructional strategies to address students with high levels of library anxiety.
