Australian Academic & Research Libraries

ISSN: 0004-8623 (Print) 1839-471X (Online) Journal homepage: http://www.tandfonline.com/loi/uarl20

Students' Perceptions of Factors Influencing

Effective Library Use
Barbara Sullivan-Windle
To cite this article: Barbara Sullivan-Windle (1993) Students' Perceptions of Factors
Influencing Effective Library Use, Australian Academic & Research Libraries, 24:2, 95-104, DOI:
10.1080/00048623.1993.10754821
To link to this article: http://dx.doi.org/10.1080/00048623.1993.10754821

Published online: 28 Oct 2013.

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Date: 18 February 2016, At: 15:36

Students' Perceptions of Factors

Influencing Effective Library Use
BARBARA SULLIVAN-WINDLE

Queensland University of Technology Library

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ABSTRACT
A qualitative study was undertaken at the Kelvin Grove campus library of Queensland University of Technology to discover which aspects within the library hinder
students from using it effectively and which aspects help. Data collected using the
critical incident technique and photography revealed how students perceived the
library itself, and how they perceived the library staff It also gave a bonus - an
insight into the library s client, the student. The data not only confirmed studies that
have documented 'library anxiety; and how students learn to use the library, but also
illuminated how library staff make students feel guilty; provided insight into the stages
of development through which university students progress during their tertiary
studies; and showed their progression through a series of stages in their use of the
technology found inside the modern academic library.

Introduction
Are there aspects of the library that could hinder effective use?
Are there aspects which are helpful? Such questions are not new in library research,
but as the modern academic library and its technologies become more complex,
the need for such questions to be answered does not abate. The aim of this study
was to find the answers to these questions as they related to students who use the
Kelvin Grove campus library of the Queensland University of Technology.
Armed with this information which revealed the obstacles students face when
trying to use the library effectively, library staff will be in a better position to
overcome the problems. Similarly, finding out what helps students to use the
library will assist staff to maximise the positive aspects for students. This proactive
stance, in turn, assures students that the library is responsive to their needs, and
helps them to become more self-sufficient in their learning, while making better
use of library resources - the collection, the facilities and the staff.
The university library holds an enormous store of information that students need
to access for success in their studies. Research has shown that students sometimes
have difficulty using their university library and that libraries are seen as daunting,
intimidating places. It is important for academic librarians, no less than other
librarians, to become aware of what it is that makes libraries daunting and
unfriendly, just as it is important to understand which elements can lead to
students' successful use of the library. Donald Schon's influential book The
Reflective Practitioner2 challenges professionals in all fields 'to keep the individual
client and his or her unique needs at the center of our practice and value system'.
To this end the current study decided to ask the students themselves what they
experience, rather than to 'ask the librarian'. It was an attempt to enter into the
seeing, thinking and feeling world of the student client, by using qualitative
research methods that would give an understanding of behaviour from the actor's
own frame of reference.
Method
Respondents were 46 first year Bachelor of Education (Secondary)
students in their second semester at university, and 16 postgraduate Teacher-Librar95

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AARL June 1993

ianship students in the final stages of their course. Bachelor of Education students
were approached in their tutorial sessions for a core Sociology of Education
subject. Students are randomly assigned to a tutorial class, so that each tutorial
group consists of a cross-section of the overall student body for the course.
Thirty-six students volunteered to respond to Critical Incident Technique (CIT)
prompts with written discourse. In addition, ten volunteered to respond by taking
photographs to illustrate their incidents, followed by written discourse explaining
their photographs.
Graduate Diploma in Education (Teacher-Librarianship) students were approached at their three-day study school. Sixteen students responded to the
prompts with written discourse.
Two forms of data collection, the CIT and photography were used to discover
what the students experienced when using the library, and how they interpreted
their experiences. This qualitative method of data collection elicits narrative data
which isolate concrete behaviours and attitudes crucial to an understanding of a
particular situation related to the subject under investigation. It is particularly
suitable for the discovery of solutions to the problems encountered in libraries,
which are complex social systems with variables that defy control. CIT has been
described in Flanagan's early paper 3 and used by Andrews 4 . The questions asked in
the CIT act as 'prompts' which allow respondents to choose the incidents that have
meaning for them, rather than restricting them to problems that researchers might
think are important.
The six prompts used were identical to those designed, trialled and used by
Andrews. Students were asked to respond in writing to any four. The prompts were:
Can you remember a time
( 1) When you could not find what you were looking for?
(2) When you found what you wanted easily?
(3) When you did not know what to do?
( 4) When you were reluctant to ask for help?
(5) When you received a lot of help?
(6) When you felt you were treated badly?
Some students were asked to take photographs which 'captured' their critical
incidents. Photography is a valuable instrument for research in the social sciences.
It has the ability to communicate things that cannot be literally expressed by
language, thus providing a different way of seeing the world and expressing ideas.
As the contents of photographs are meaningful to the photographer and selected
from a wide range of alternatives, personal meaning can be explored through
inclusion and exclusion of image content.
To overcome the problem of content of a photograph being ambiguous, and to
take into account the personality of any photographer too shy to photograph
people, photographers were asked to provide accompanying written discourse
explaining the incident behind each photograph. A shy photographer may take a
photograph of an unattended Information Desk to indicate that here is where they
have received help. Without accompanying explanation the viewer may wrongly
interpret the photograph as illustrating that they found the Information Desk is
always unattended.
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The approach taken in analysing the written data followed the method described
by Taylor and Bogdan 5 , as well as that described by researchers who have followed
Flanagan's CIT model 6 . This involved separating each unique incident into separate 'thought units' 7 and forming themes or categories. An hierarchical structure
emerged which became a schema for analysis.
Findings
The data revealed perceptions about the three elements in the
process of the effective use of the academic library- the library itself, the staff and
the students. Many of the issues raised were the same as those discovered in
previous studies focusing on students' library use 8 These included use of facilities;
problems with gaining access to the collection; availability of information about
library services; how students learned to use the library; and 'library anxiety' as
described by Mellon 9 . However, it also yielded some interesting and unusual
insights. The data enabled a picture to be built up of the student client at the
Kelvin Grove Library. The results showed how the staff made students feel guilty;
how students developed in stages; and how they learnt to use technology new to
them.
Students' Perceptions of the Library
(i) A place to Study
Students saw the library as a good place to come because the atmosphere is
conducive to study. Any disturbance to this was pointedly recorded:
I always go to the library for a quiet place to work and people are talking, laughing and
yelling. The noise should be reduced.

Another student praised the library for providing individual, lockable study rooms
where one can:
Escape from the noise and distraction of the library and [it is] safe to leave equipment
while searching.

One environmental aspect of the library was particularly appreciated:

No smoking is good. It's nice to be able to work in a smoke-free environment.

The facilities and equipment inside the library are also part of this study environment, and students want them to be well maintained. Some students expressed
concern at the lack of instructions that would enable them to use the facilities in
the library. This problem was particularly evident in the photocopying area.
Students indicated that they wanted instructions to be close by and written in plain
easy-to-follow language. This was also evident when they talked about their use of
computer technology and the CD-ROM computers.
The state of maintenance of some equipment and of the building itself caused
frustration for some students:
No handle on book return - very frustrating when you have your bag in one hand, and
a handful of books in the other and you can't get [the book return] open.

One piece of library equipment which seems to work only too well for some
students is the security system. It often causes much embarrassment to innocent
borrowers:
I was going through the exit and the alarm went off I had part of a kit in my bag. I felt
annoyed that the alarm had gone off when I had already gotten the kit out at another
library.

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AARL June 1993

(ii) A Place to Find Information

Not only do students come to the library to study and to use the facilities, but they
also come to satisfy their information needs. However, finding information is not
always as easy as librarians might imagine. Usually one must first negotiate use of
the computer catalogue. Then one must be able to find the relevant section in the
library and locate the item on the shelf. Lastly, one must assess the quality of the
item found. The data contained much comment on using the computer catalogue.
There was an occasional comment concerning computer downtime. Ease of use
was mentioned:

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Once you have mastered it, it is very easy to use and allows books to be easily found and
also lets you know if it is in or out or at which campus.

Many students embraced the catalogue warmly, seeing its great advantages over
older types of catalogue:
The OPAC catalogue is a massive improvement on the card or microfiche catalogue. The
ability to search under keywords; giving subject headings that could be used (instead of
only the ones you can think oD, and knowing if a resource is held at any of the
campuses, and if it is available for use or borrowing. Dial-in use of OPAC is also
extremely useful - it saves our time and [the librarian's] time.

However not all students found the catalogue easy to use:

The computer has a section that asks if you wanted help and I didn't know how to find a
certain area and it was no help at all.

The most frustrating aspect of catalogue use was the presence of false and
misleading information. This information included bibliographic details of items
that were no longer part of the collection. The display of these old records resulted
in a great deal of confusion and frustration for both students and library staff.
The quality of the information provided by the computer catalogue was also
commented on. Students mentioned that the information in the notes field of
bibliographic records was often very helpful. Students also reported problems
locating parts of the collection and items in the collection due to inadequate
signage, or an inability to understand the layout of the Dewey ranges on the
shelves:
I had no idea what floor the periodicals were on.
It's often really hard to find books/articles because the call numbers along the shelves
are confusing.

Radford 10 found at the University of Sydney that 36 per cent of those who entered
the library looking for a known item did not locate it. By far the most prominent
issue of the present study has been the question of gaining access to the collection.
The problem of access was raised many times in the written discourse from all
three groups of respondents, and they related that it occurred in all parts of the
collection.
Students commented on the problem of items showing as available on the
computer but not being on the shelves, and the helplessness of library staff in
locating elusive material. Students came back to the library time and time again to
conduct fruitless searches for books. The perception was that there were lots of
unshelved books in study carrels and on trolleys. Several photographers took
photographs of full trolleys. This comment accompanied one such photograph:
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Sullivan-Windle: Students' Perceptions of Factors Influencing Effective Library Use

All the trolleys on level three with material waltmg to be shelved represents the
frustration of looking at the catalogue, seeing an item is 'available' and then trying to
find it, perhaps two or three days at a time. It might be on the trolley, but things get out
of order so need to look at every item.
Another issue raised by respondents was that of the adequacy of the collection for
their needs. Negative comments ranged from the effects of a limited number of
copies of books in high demand, to not enough books in specific areas. Some
students found the collection adequate for their needs, much to the surprise of
one:
I was doing an assignment on multiculturalism and it was just so easy to find loads of
information. I was so surprised.
(iii) A Place to Receive Service
As well as a place to come to study and to satisfy one's information needs, the
library was seen as a place to receive service. Students believed that they were
entitled to receive assistance from those who work in the library. The library's
provision in this regard was shown to be hampered by students' lack of knowledge
of what services the library offered; lack of needed services; and poor delivery of
existing services.
Students believed that poor delivery of service was caused in part by the library
not having enough staff. The perception was that staff were very busy because of
this. This had the effect that students were reluctant to ask for help in case it
should burden staff further, or evoke discourteous responses from busy staff:
Several evenings I have hesitated to ask for assistance as what few staff are available
seemed very overworked and could do without additional stresses. Every librarian
seemed busy so I didn't want to annoy them.
Inadequate staffing was also blamed for the long queuing experienced at the
Information Desk, the Loans Desk and having to wait for assistance in the
photocopying area.
Students' Perceptions of the Library Staff
The data revealed how staff
from all sections of the library were perceived by students. Often the perception
was of professional and non-professional staff providing information and assistance
which was greatly appreciated by students. Unfortunately there was also evidence
to show that staff were not always as helpful as students believed they should be.
No service area was left out of students' responses.
It was obvious from many of the responses that students believed that all staff in
the library were professional librarians. This was a two-edged sword. Negative
comments relating to staff who are not professional librarians reflected badly on
librarians, who were generally seen as competent as well as helpful. However,
positive comments like the following reflected well on librarians:
One time when I couldn't find a book on the shelf I asked the librarian to help me. She
came to the shelf with me and when she couldn't find it, she looked for it on the return
shelf for me. I was very grateful because I wasn't very familiar with the library.
An Insight into the Student
While the data told how students perceived the
library and how they perceived the staff, they also gave a wonderfully rich bonus an insight into the library's client, the student. They revealed how the student
clients feel as they use the library, the collection and the services.

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(i) Feelings of Anxiety

The data contained expressions of students' fear and anxiety - 'library anxiety' as
described by Mellon 11 and found in many other studies 12 . Quotes from students
contained emotive words describing their feelings:

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My heart sank. [I felt] hot and cold!'! I had no previous knowledge of a

reference section so I felt quite overwhelmed by it all.

library

(ii) Presumption of Guilt

An unexpected result of this study was the finding of a phenomenon I have
labelled 'presumption of guilt'. This was insinuated by library staff who claimed
wrongly that students had not returned items they had borrowed. There were many
references to the problems students encountered when they were accused of
having overdue items. Students felt very strongly that they had been branded by
staff as guilty until proven innocent. This attitude by staff greatly distressed
students who felt unjustly accused and that their good name had been jeopardised.
A first year student said:
I received a telephone call saying that a book I had returned previous to the due date
was overdue by six weeks. I was told that my borrowing privileges would be withdrawn
from all campuses if the book was not returned immediately. There was no question of
whether I had returned the book, it was assumed that I hadn't. I was also told that I had
lost 300 points and would lose more if I didn't return the book. Finally I went to the
library and checked on the shelf and there you have it, the book had not been cancelled
out on the computer. As you can see, I was not I impressed with the bad treatment by
library staff when it was their incompetence which took up my time.

To add insult to injury, on the occasions when the student had done no wrong, the
library never acknowledged that it had been at fault, nor were any apologies
offered. Students were never given reasons for the library's mistakes. Students were
never informed of the outcome of searches for missing items. These students often
felt powerless to absolve this guilt, and for a long time they carried with them a
feeling of having been badly treated by the library. They also believed that the
ultimate punishment meted out at the end of semester for this offence (withholding of examination results) was much too severe:
I understand that QUT is a machine sort-of intangible institution and not a thinking
organism, but to have a semester's hard work (i.e. my test results) withheld by a
bureaucracy (that I pay money for) was an absolutely annoying experience.
(iii) Learning to Use the Library
There was much in the data that revealed the process by which students came to
know how to use the services, the equipment, the facilities and the resources in the
library. There were two main ways in which this occurred - user education given
by librarians and ad hoc help from students' peers - 'getting by with a little help
from my friends'. A number of responses showed the value of librarians providing
user education to the student who wishes to use the library effectively.
The majority of these responses centred around the use of CD-ROM to gain
access to journal articles. There were occasional references to instruction in the use
of the computer catalogue, and one reference to online searching. Most comments
relating to instruction in the use of these technologies and to librarians who
provided this service were positive.
It was obvious from the number of comments relating to the use of CD-ROM
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technology that students realise that they should be able to use it and that it is their
main access to journal literature. To many students it is rather intimidating and
mysterious. Very few students mentioned using the printed indexes and abstracts,
in spite of the fact that all the Bachelor of Education students had received
instruction in their use. As shown in the studies by Andrews 13 , Kosa 14 , and
Hatchard and Toy 15 , the data gave indications that students sometimes learnt to use
the library from their peers. Sometimes the help offered by peers is not actual
teaching, but merely the passing on of information which saves the student time.
As Andrews 16 discovered, on other occasions peers actively teach:
The first time I used the QUT library I did not know how to use the computer system. I
came back later that week with my older sister (who is also studying at QUT K.G.) and
she taught me how to use the catalogue system. It's not that hard once you know how it
works.

Or peers are observed to assist learning:

Last week I was actually with someone who was using them [ERIC on CD/ROM], so I
got a fair idea then.

Cooperation between students to solve a library problem jointly was evident in

Andrews' study 17 Students did the same at the Kelvin Grove library:
A friend and I were researching for an assignment and we thought that we would be
able to cope with the task. When we came across a problem we tried to work it out.

In learning to use the library effectively and efficiently students benefited from the
input of librarians and also from their peers. Both worked side by side and were
equally valuable. While some students were forced to turn to their peers for help
because of their inbuilt fear of approaching staff, or because of a prior bad
encounter with staff, other students thoughtfully chose to ask friends first before
bothering a busy librarian. The data also provided insight into the stages of
development through which students progress during their university studies.
(iv) Stages of Development
There was evidence that the first year students were progressing through the
developmental stages described by Perry 18 . The first stage ('dualism') is where the
world is viewed in terms of right and wrong or black and white. Some students
seemed to believe that there is only one source where the 'right' information can
be found. If that source was not available the student was unsure what to do next.
Others thought that the library did not have anything on their topic when their first
attempts to locate a known item failed.
Some of the first year students appeared to have reached the second stage
('multiplicity'). This stage is characterised by an awareness that the right/wrong
position is not sufficient. Responses from these students showed what Mellon 19 ,
using Perry's taxonomy, has described as a receptiveness to the use of more
advanced bibliographic tools such as periodical indexes, and a curiosity about
inconsistencies in library use.
Although it could be said that the teacher-librarianship students had a vested
interest in being able to use the library effectively - after all, they were learning to
use it so that they could teach others - their responses also showed that they were
in Perry's third and fourth developmental stages, 'relativism' and 'commitment'.
Having reached the relativistic stage, students realise that they must back up
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AARL

June

1993

their opinions with supporting evidence. Mellon's contention was that in this stage
students take responsibility for defining their own search for information and are
curious about the arrangement of libraries. They are also keen to discover the best
techniques to fill their information needs.
On reaching the stage of commitment, students realise that they need to take a
stand; thus they develop a personal approach to library problem-solving.
The data from the teacher-librarians revealed manifestations of stages three and
four. It emerged that these students:
1 Take their library work seriously and do not appreciate lack of consideration by
others:
I had an assignment on principles of teacher-librarianship, needing to develop a
working bibliography. I first went to OPAC however system down so went to indexes
and microfiche, all of which were being heavily used by first year students from
different faculty. Most first year students were chatting and not working but refusing to
share resources. As I was doing post-grad studies I felt that some consideration should
have been given to us so that our important papers could have been prepared. Mature
age students seriously attempting to work do not need to compete with first years whose
first few weeks at uni are usually filled with settling-in activities and 'partying'.
2 Question inconsistencies within the library:
The inconsistencies of location - Education resources/TL [Teacher-Librarianship] type
[resources] at Mt. Gravatt, but not running a course there. So why not extra copies and
the interlibrary loan system working?
3 Actively seek answers and have a clear understanding that they need to negotiate
the library to enhance their learning:
Knowing that information is vital to the assignment, and can only come by my asking
and learning and overcoming my reluctance, is the motivation which led to the further
development of my information accessing and gathering skills.
4 Wish to achieve independent status within the library, even if autonomy does not
yield desired results:
I have frequently been reluctant to ask for help as I know it would be offered all too
readily and I wanted to do it on my own.
5 Showed an understanding of reality for the library staff:
However, since becoming a T-L, I am aware that mistakes can occur.
The data from the Bachelor of Education students did not show the same patterns
of behaviour, nor (in general) were these students' responses as full, rich and
thoughtful in scope.
(v) Stages of Technology Use
All three groups of respondents reported experiences with various kinds of technology within the library. The technology they encountered included the computer
catalogue, CD-ROMs, microfiche, photocopying machines and photocopy card
dispensers. It was students' responses regarding encounters with the library's
catalogue and the CD-ROM machines that most clearly indicated that these
students progressed through a series of stages in their use of the technology.
Russell has proposed that there are six stages of learning which adults experience when learning to use new technology20 There was evidence in the responses
of all groups to illustrate this sequence.
The following response from a first year student is indicative of Russell's first
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Sullivan-Windle: Students Perceptions of Factors Influencing Effective Library Use

and second stages: awareness and learning the process. The student is aware of the
technology but attempts to use it are not very successful:
The CD-ROM is useless. Although we did eventually gain entry into the system it was
difficult to proceed further.

Some students' responses were reminiscent of students in Russell's study, 'rather

bewildered and to a certain extent concerned' 21 :

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I expected to be terrified of the OPAC terminals.

I was techno-illiterate to the point of being techno-phobic. I didn't even know what one
[CD-ROM] looked like, let alone how to use it.

The first student eventually mastered catalogue use after a user education session.
The second student progressed through Russell's third stage, 'understanding and
application of the process' and the fourth stage, 'familiarity and confidence', by
spending a large amount of time using the CD-ROM alone and with the help of
librarians. Consequently the point was reached where the CD-ROM was able to be
viewed as an enjoyable and valuable means to access vital information. In replying
to the prompt, 'when you didn't know what to do', this student's response showed
the progression through Russell's 22 stages one to four:
L Awareness:
I had to face the use of computers to access the collection.

2. Learning the process; and

3- Understanding and application of the process:
It was do or die and I used the computers to the best of my ability independently. When
I had a problem I would 'grab' someone who looked like they worked in the library and
ask for help. On several occasions I asked other students who were totally unknown to
me for help.

4. Familiarity and confidence:

As a result of my effort and the input of others I was feeling quite comfortable and
competent with this system by the end of first semester.

The following response demonstrates Russell's fifth and sixth stages. The frustration initially experienced by adult learners is often replaced by an adaptation of the
technology to other contexts (stage five) and the creative application to new
concepts (stage six):
It would be useful to be able to reserve books from the terminal. It is useful to have
terminals all over the library, and (I assume) all over the university. Dial-in use of OPAC

is also extremely useful.

Unfortunately, it appears that there are some students who will forever remain in
the 'awareness' stage, never to progress to the 'learning the process' stage:
The electronic wizardry like the CD-ROM (no pun intended).

it will forever remain a closed book to me

Conclusion
The findings have illuminated aspects of the library that hinder
students from using it effectively, and aspects which help. The library itself, the
library staff and the individual student, all have a part in this dynamic interplay.
Knowing how students feel as they use the library, and gaining an understanding of
the stages through which students progress, can assist librarians to provide a library
environment which enhances student learning. It is plausible to suggest that the
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AARL June 1993

findings of this study may have application in many academic libraries. If more
academic librarians desire to gain an understanding of behaviour from the client's
own frame of reference, to understand why their clients react as they do, the
method used in this study may be worth considering.

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Notes

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3
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6

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8
9
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15
16
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21
22

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Judith Andrews 'An Exploration of Students' Library Use Problems' Library Review vol40
1991 pp514. Desmond B Hatchard and Phyllis Toy 'The Psychological Barriers berween
Library Users and Library Staff: An Exploratory Investigation' Australian Academic &
Research Libraries vol 17 1986 pp639. Geza A Kosa 'The Psychological Barrier berween
College Students and the Librarian' Australian Academic & Research Libraries vol13
1982 pp10712. Tony Mays 'Do Undergraduates Need their Libraries?' Australian Aca
demic & Research Libraries vol17 1986 pp51-63. Constance Mellon 'Library Anxiety: A
Grounded Theory and its Development' College and Research Libraries vol47 1986
pp160-65. Lynn Westbrook 'Catalog Failure and Reference Service: A Preliminary Study'
RQ vol24 1984 pp82-90.
Donald Schon The Reflective Practitioner: How Professionals Think in Action Basic
Books New York 1983.
JC Flanagan 'The Critical Incident Technique' Psychological Bulletin vol51 1954 pp32758.
Andrews op cit.
Steven J Taylor and Robert Bogdan Introduction to Qualitative Research Methods: The
Search for Meanings 2nd edJohn Wiley and Sons New York 1984.
F Herzberg B Mauser and BB Synderman Motivation to Work 2nd ed John Wiley and
Sons New York 1959. M Stano The Critical Incident Technique: A Description of the
Method Paper Presented to the Annual Central States Speech Communication Association Chicago 1981. Lorette K Woolsey 'The Critical Incident Technique: An Innovative
Qualitative Method of Research' Canadian journal of Counselling vol20 1986 pp242-54.
Herzberg, ibid.
Andrews; Hatchard and Toy; Kosa; Mellon; Westbrook.
Mellon op cit.
NA Radford 'Why Bother with Reader Education' New Zealand Libraries vol43 1980
pp53-6, p43.
Mellon op cit.
Andrews; Hatchard and Toy; Kosa; Mellon; Westbrook.
Andrews op cit.
Kosa op cit.
Hatchard and Toy op cit.
AndrewS op cit p12.
ibid.
William Perry Jr Forms of Intellectual and Ethical Development in the College Years: A
Scheme Holt Rinehart and Winston New York 1970.
Mellon op cit p80.
Anne Russell 'Learning New Technology: Frustration Comes First' Access vol4 1990
pp25-7.
ibid, p26.
ibid.