This paper aims to discover the extended reference needs of Andrews University students by studying their understanding, value and use of library services; and receive input for setting up a reference kiosk.
Students from various buildings on campus filled out a self-administered 16-point anonymous survey during a two-week period in 2014. Researchers used descriptive statistics to analyze the data collected.
Students have an understanding of what libraries can do for them, and yet, they do not consider the librarians or use the library services as their first choice for completing their assignments. The respondents feel confident about their library skills and would rather consult their peers or use Google first before consulting a librarian or the information desk. Some of them claim that their classes do not require library use. Students are ambivalent about using an extended reference service outside the library.
This study was limited to one university and during a specific time period. Further research topics could cover why students start with Google or their peers before they use library services, verify the claim that classes do not require library use and evaluate how students’ use of electronic devices affect library use.
The study helped determine the students’ extended reference needs and how they understand, use and value the library.
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