Ben-jacob.+Technophobia+and+the+Effective+use+of+Library+Resources+at+the+College+and+University+Level

= Ben-Jacob, Marion G and Judith Liebman. “Technophobia and the Effective Use of Library Resources at the College/University Level” = Journal of educational technology systems [0047-2395] Ben-Jacob yr:2009 vol:38 iss:1 pg:35 -8

==**Abstract** ==

Technology has been integrated into academia. The 21st century learner will be a life-long learner and students need to be comfortable and familiar with computers and technology. Computers are part of the educational environment independent of the different learning styles of the students. Regardless of the major field of study elected by a student, the use of library resources is necessary. Library technophobia is a fear of using a library because of the technology involved. This article addresses different groups who may suffer from library technophobia, the reasons they are anxious, and positive steps that can be taken to ameliorate this stumbling block to academic success. ==Argument == Technology has been integrated into every aspect of a student’s life, and the 21st century learner will be a life-long learner. Computers are part of the educa- tional environment independent of the different learning styles of the students (Ben-Jacob & Levin, 2003). Regardless of the major field of study elected by a student, the use of library resources are necessary. Be it for research for a term paper or for furthering one’s own interest, the library has become the hub of a learning environment at every institution of higher education. There are five general categories of students who might avoid the library as a result of anxiety stemming from technology. They are first year college students, beginning graduate students, distance learning students, international students, and students who psychologist label RTC, or resistant to change (Heider,  2008; Oreg, 2003). Given the technological age we live in, many people are reluctant to admit the fact that they are not comfortable with computers. In general, the first step toward reducing this discomfort, independent of the category of technophobe, is to acknowledge the anxiety (Mellon, 1986). ==Key Passages == Academic learning commons today include online database repositories. They have books and media catalogs, multi-disciplinary and subject specific databases, plus e-books, e-journals, CDs, and DVDs. For the book catalog, knowing what a call number is, is vital to finding the title. Proquest Research Library, EBSCO’s Academic Search Premier, and WilsonOmni Megafile are just a few of the multi-disciplinary databases. For a technophobic this can be daunting. Database <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">options like date, peer reviewed, abstract, and full-text are important for the student to understand. The more specific the search is, the better targeted the <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">results will be. After reviewing these database concepts in a literacy session, it is useful to provide an exercise that can be done in pairs or individually. Such an  <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">exercise may include finding a specific work and its call number or finding a literary criticism about a specific literary work, for example. With these exercises, <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">if a faculty member is working collaboratively with a librarian, the concepts of plagiarism and appropriate MLA and APA documentation can be addressed <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">at the same time. In post-secondary institutions students can reduce technophobic tendencies through library information literacy sessions and regular interaction with <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">academic librarians. Information literacy instruction is based on a class assignment involving researching a topic, subject, or concept. The instruction can be based on how to strategically approach the problem, how to directly approach the problem, or how to find the information to solve the problem. The instruction decision is based upon the assignment, the estimated skill levels of the students, and the collaboration between the faculty member and the librarian. <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal; margin: 0in 0in 10pt;"> <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">We need to insure that we support our students’ work as undergraduates, graduates, and life-long learners. We need to provide them with the skills for doing research and mastering the research process. We need to aid them in their pursuit of a lifetime of critical, independent thought and confidence in their <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal;">own abilities. Students should see learning as extending beyond the classroom.The navigation of library resources is a critical piece to this undertaking. <span style="color: #221e1f; font-family: Times New Roman; font-size: 16px; font-style: normal; font-weight: normal; margin: 0in 0in 10pt;"> <span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Selected Works Cited**

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