Digital games and simulations are receiving considerable notice within the Library and Information Science (LIS) community. This study adds to the depth of knowledge in this area by providing research on the likelihood a hypothetical digital game delivery method for library instruction achieves sufficient adoption to justify its development. Furthermore, this knowledge will assist decision making processes for individuals debating the current or potential role of digital gaming at their institutions. In this mixed methods study, over 300 undergraduates were surveyed about their technology preferences, including digital gaming, for delivery of two forms of academic library instruction. The two forms of library instruction were (a) providing users with spatial information on physical library layout, and (b) educating users on information literacy topics and skills. Observational data was collected during the survey sessions, occurring at face-to-face library instruction sessions. Self-selected survey participants were also interviewed to further probe their survey responses. Rogers' Diffusion of Innovations was the theoretical foundation to this research. The primary innovation of study was the digital game delivery method. Detailed analysis of the survey-based data set included three nonparametric scaling methods: 1) rank-sum scaling; 2) circular triad analysis; and 3) multidimensional preference mapping. Content analysis of the observations and semi-structured interviews also occurred. Major outcomes were 1) the digital game delivery method achieved mediocre preference across both questions; 2) the audiovisual delivery method received the highest overall preference ranking; and 3) overall preference for the audio-only delivery method was remarkably low. The most important theme across the observational data was the participants' waning attention during the face-to-face library instruction sessions. The most important outcome from the semi-structured interviews was interviewees' stated appreciation for useful technologies. Over 95% of participants were so-called digital natives, that is, born post-1980. Rogers' assertion that age plays a minor role in predicting technology adoption appears warranted, since the more innovative digital game delivery method achieved mediocre overall preference.

Library anxiety has been a concept since 1986, when Constance A. Mellon coined the phenomenon through her qualitative study on feelings that students experienced when interacting with academic libraries. In this essay we are looking at the origin of the concept through earlier research on the known barriers, trying to see what makes library anxiety unique compared to other seemingly related concepts, for example information anxiety. We’ve found many different concepts which can be part of library anxiety, or vice-versa, and many different extensions of LAS – the original scale to measure library anxiety. We aim to unravel some of those concepts we find of importance for library anxiety and its discourse. Looking at this through the lenses of Koselleck’s take on conceptual history, we see possible conflicts on where the concept library anxiety are heading; depending on what aspects of the concept the researcher read into and focusing on and in what context and time the articles were made. We also try to see who is considered responsible for shaping the discourse and if there is some kind of hegemonic struggle therein.

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本研究成果冀望對於減輕圖書教師或館員在圖書館利用教育實施上的負擔，以發展結合網路學習讓學習者自學的有效圖書館利用教育模式。據此本研究探討發展之「合作式網路探究圖書館利用教育模式」對於學習者的學習成效、網路態度、科技接受度及學習滿意度，是否優於目前普遍被採用的「網路式圖書館利用教育模式」。此外，本研究亦探討場地獨立型與場地相依型不同認知風格及高低網路自我效能學習者利用「合作式網路探究圖書館利用教育模式」進行圖書館利用教育學習，在提升學習成效、網路態度、科技接受度及學習滿意度上是否與「網路式圖書館利用教育模式」具有顯著的差異，希望據此探討這兩個背景變項對於「合作式網路探究圖書館利用教育模式」輔以圖書館利用教育實施的影響。 本研究採用準實驗研究法，隨機選取新北市某公立小學六年級二個班為研究對象，一班為實驗組，共有30人，採用「合作式網路探究圖書館利用教育模式」學習模式；一班為控制組，共有31人，採用「網路式圖書館利用教育模式」學習模式，在90分鐘共二堂課時間內，分別實施不同模式之圖書館利用教育課程。 實驗結果顯示利用「合作式網路探究圖書館利用教育模式」進行學習的實驗組學習者，在學習成效及網路態度上皆顯著優於採用「網路式圖書館利用教育模式」的控制組學習者。在學習滿意度上兩組則無顯著差異。科技接受度的「認知有用性」上，實驗組學習者顯著優於控制組學習者；但是在科技接受度的「認知易用性」方面，兩組之間則無顯著差異。另外，本研究所發展的「合作式網路探究圖書館利用教育模式」對於場地相依型和網路自我效能較低的學習者的學習成效特別具有助益。但是「合作式網路探究圖書館利用教育模式」對於學習者的網路態度，並不會因不同個人認知風格與網路自我效能而有所差異。 / The research aims to explore the influences on students' learning effectiveness and internet attitude by using inquiry-based learning skills of Collaborative Web-based Inquiry Science Environment (CWISE) library instruction. Besides, it also find out the difference of learning effectiveness, internet attitude and learning satisfaction between field-independence and field-dependence cognitive styles, as well as high and low internet self-efficacy learners when using CWISE library instruction. The study would also help to reduce the burden on teachers or librarians and to provide self inquiry-based library instruction. The quasi-experimental design is used under the restriction of education environment. Two grade 6 classes of a public elementary school in New Taipei City are chosen randomly and devided into two groups. 30 students in experimental group is proceeded with CWISE library instruction, and 31 students in control group is proceeded with web-based library instruction. Both library instruction model are taken for 90 minutes in two periods. The results show that learning outcomes from CWISE group are better than traditional web-based instruction group in all aspects. In addition, the instruction of CWISE is benefit to learning outcomes for field-dependent cognitive style and low internet self- efficacy learners. However, the students' internet attitude isn't influenced by cognitive style and internet self-efficacy after CWISE library instruction.

Hochschulbibliotheken in Deutschland bauen ihre Schulungsaktivitäten stetig aus. Die Konzentration auf diesen Tätigkeitsbereich erfordert von den Mitarbeitern vermehrt die Beherrschung pädagogischer und kommunikativer Kompetenzen. Im Mittelpunkt der vorliegenden Arbeit steht die Frage, ob Bibliothekare das theoretische Potenzial des Konzepts Informationskompetenz in der Praxis ausschöpfen und die für die Vermittlung benötigten Kompetenzen besitzen. Basierend auf einem umfassenden Literaturstudium von Dokumenten, Erfahrungsberichten, Befragungen und Studien aus Deutschland, den USA, Großbritannien und Australien, gibt die Arbeit zuerst einen Überblick zum Forschungsstand. Anschließend werden die für diese Arbeit in einer bundesweiten Befragung 2006 von schulenden Bibliotheksmitarbeitern gewonnenen Daten vorgestellt. Sie geben einen Einblick in die aktuelle Wahrnehmung des Begriffs Informationskompetenz, des Themas im Berufsalltag, auf benötigte Kompetenzen und die Aus- und Fortbildungssituation in Bezug auf pädagogische, kommunikative und organisatorische Fähigkeiten. Die Ergebnisse zeigen Differenzen zwischen dem theoretischen Konzept Informationskompetenz und dem Selbstbild der Bibliothekare sowie Defizite beim Erwerb von Fähigkeiten und Kenntnissen für die Vermittlung von Informationskompetenz in der Aus- und Fortbildung. Auf der Grundlage des ausgearbeiteten Anforderungsprofils sowie der Zusammenstellung der beherrschten Kompetenzen und der Wünsche zur Aus- und Fortbildung können Berufsverbände und Aus- und Fortbildungsanbieter gezielt auf die Bedürfnisse der schulenden Bibliothekare eingehen, um sie auf die quantitativ und qualitativ steigende Nachfrage vorzubereiten. / Committed to library instruction, academic libraries require pedagogical and communicative skills from their staff to an increasing degree. This dissertation evaluates whether librarians fully exploit the theoretical potential of the information literacy concept in practice and whether they possess the set of skills to teach in library instruction programs. Included is a literature review encompassing theory papers, field reports, previous studies and surveys from Germany, the U.S.A., Great Britain and Australia. This analysis is complemented with a 2006 nationwide survey of German librarians with instruction responsibilities who were asked about their views on information literacy and their instruction experience, about their assessment of required skills and about training and professional development opportunities to acquire pedagogical, communicative and organisational skills. The survey results demonstrate differences between the theoretical concept of information literacy and the self-perception of librarians as well as deficiencies in acquiring instruction proficiencies in training and continuing education programs. Based on a newly drafted profile of qualifications for instruction librarians as well as on the assessment of required competencies and requested trainings, professional organisations and providers of training and continuing education may thus target the needs of instruction librarians, preparing them for the increasing demands of the future.