Involuntary Online Learners and the Library: How the Pandemic Closures Affected College Students' Library Research

Autor/in	Lantzy, Tricia
Titel	Involuntary Online Learners and the Library: How the Pandemic Closures Affected College Students' Library Research
Quelle	In: Journal of Library & Information Services in Distance Learning, 16 (2022) 3-4, S.244-262 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2022.2149662
Schlagwörter	College Students; Pandemics; COVID-19; School Closing; Academic Libraries; Library Research; Electronic Learning; Distance Education; Emergency Programs; Student Research; Student Attitudes; Library Instruction; Student Motivation; Barriers; Preferences; Help Seeking; California + Suchen Sie Ihr Suchwort? Collegestudent; School closings; Schule; Schließung; Schließung (von Schulen); College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; Studentenforschung; Schülerverhalten; Bibliotheksverzeichnis; Schulische Motivation; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Kalifornien
Abstract	As a result of the coronavirus pandemic, college students across the United States temporarily became online learners regardless of their learning modality preferences. Academic libraries and the student support they offer also went entirely online for extended periods. How did this involuntary online environment affect students' library research? Using qualitative and quantitative survey data, this study explores the impact of the closures on students' perceived helpfulness of librarian-led instruction, motivation to conduct research, barriers experienced, and preferred online help-seeking methods. The findings highlight the importance of academic libraries being proactive and flexible in supporting reluctant online learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01