ERIC Number: ED418716
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Students Who Do Not Currently Read Traditional Reserve Readings and Their Attitudes Toward Electronic Reserve.
Colaric, Susan M.
Reserve readings are a special collection in the university library, established by a professor to support a particular class. A recent study at the University of North Carolina, Chapel Hill found enthusiasm among current reserve users for an electronic reserve system (Petersen, 1996). The study described in this paper examined the reasons some students at the University of North Carolina, Chapel Hill are not using the traditional reserve reading system. A total of 132 students filled out the questionnaire. Results indicate that use of the reserve system may actually increase with the implementation of an electronic reserve system. Both users and non-users of the current paper-based reserve system perceive an electronic reserve system as being beneficial; 70.5% of the respondents indicated that they would be more likely to read the reserve readings if the full-text were available online or electronically. When asked what features they would like in an electronic reserve system, other than printing, 51.5% responded they would like to be able to e-mail a copy of the article; 26.9% said they would like to be able to download; 20% said none of the options were important. In regard to access to the system, 77.3% responded that 24-hour, seven-day access was essential or very important. Most of the problems reported by students in regard to the traditional reserve system have to do with accessing the readings and the physical condition of the readings. Results are compared with the Petersen study. (AEF)
Descriptors: Academic Libraries, Computer Attitudes, Computer Mediated Communication, Computer Uses in Education, Document Delivery, Full Text Databases, Higher Education, Information Sources, Information Technology, Library Collections, Library Services, Nonprint Media, Online Systems, Student Attitudes
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A