English Literature Students at Spanish University Have Positive Perceptions Towards but Limited Understanding of Online Resources
DOI:
https://doi.org/10.18438/eblip30182Abstract
A Review of:
Roig-Marín, A., & Prieto, S. (2021). English literature students' perspectives on digital resources in a Spanish university. Journal of Academic Librarianship, 47(6). https://doi.org/10.1016/j.acalib.2021.102461
Abstract
Objective – To assess students’ perception, use, and format preferences of library resources.
Design – Online survey questionnaire.
Setting – A public university in Spain.
Subjects – 134 second-year, third-year, and fourth-year undergraduate English language and literature students.
Methods – An anonymous survey was built using Google Forms and shared with eligible participants during March and April 2021. Survey participation was voluntary, although students were encouraged to respond and were provided with class time to do so. Nonetheless, due to the ongoing COVID-19 pandemic at the time of this study, courses were taught in a hybrid (both in-person and online) format and class attendance was not mandatory. The survey consisted of six multiple choice and four open-ended questions, and answers were required for all 10 questions.
Main Results – Respondents were mostly satisfied with the available resources in supporting their studies in English literature and culture, with the majority preferring to access resources online (51%) or through both online and print formats (14%). Convenience was the most commonly cited reason for favoring online access, while improved processing and learning were mentioned by those preferring print. A majority of respondents also indicated they have used online resources from either their home university library (72%) or other libraries (55%). Conversely, 29% of the respondents were unable to identify any specific electronic resources.
Conclusion – Study results indicate that Spanish undergraduate students majoring in English literature generally have a positive perception of library resources in supporting their studies and prefer online access over print. However, many of these students may also have an incorrect or limited understanding of how to differentiate between library resources, general websites, web search engines, or computer programs.
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References
Glynn, L. (2006). A critical appraisal tool for library and information research. Library Hi Tech, 24(3), 387–399. https://doi.org/10.1108/07378830610692154
Mizrachi, D., & Salaz, A. (2022). Beyond the surveys: Qualitative analysis from the academic Reading Format International Study (ARFIS). College & Research Libraries, 81(5), 808–821. https://doi.org/10.5860/crl.81.5.808
Roig-Marín, A., & Prieto, S. (2021). English literature students' perspectives on digital resources in a Spanish university. Journal of Academic Librarianship, 47(6), Article 102461. https://doi.org/10.1016/j.acalib.2021.102461
Zell, H. M. (2020). Digital vs print resources at African university institutions: A discussion document. African Research and Documentation, 138, 3–16. https://doi.org/10.1017/S0305862X0002327X
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