Noor Harun Abdul Karim

What inhibits authors to self-archive in Open Access repositories? A Malaysian case

This paper reports on a survey carried out on academics in five Malaysian research-intensive universities, investigating their readiness to self archive in Open Access institutional repositories. The study revolves around the following issues: (a) academics’ awareness of self archiving in an institutional repository within their institution; (b) their perceptions about self archiving scientific information into institutional repositories; (c) their perceptions regarding obligations to self archive in institutional repositories; and (d) the possible reasons that inhibit them in contributing to institutional repositories. The answers were identified from 72 academics through a web-based survey. The study reveals that the majority of academics in this study have no or little knowledge of, or experience with, institutional repositories and are unfamiliar with self-archiving opportunities. However most of them endorse the principle of Open Access and are willing to contribute content to an institutional repository if an opportunity arises or if mandated by their funding institutions. Those who agree to self archiving see it to be beneficial in the author’s life as it enhances visibility and recognition of the author’s work, but the main problem encountered is the fact that researchers feel it is time consuming. The major barrier to self archiving is fear of plagiarism. In light of these results, there is a need to create more awareness and to educate authors on the importance of self archiving. Ensuring free electronic access to public-funded research lies with the funding institutions, especially universities, which should set up appropriate repository infrastructures, advocate the public good and ethical implications of open access and even mandate self-archiving of research they fund.

Sudanese library anxiety constructs

Library anxiety is manifested in the form of negative feelings, fear, stress, distress, confusion and has debilitating effects on students’ academic performance, which makes it a serious phenomenon for investigation. This study explores library anxiety amongst Sudanese university students and identifies factors that contribute to this phenomenon. The factors were identified using the diary approach collected from 51 third year undergraduate students who were taking the research method course at the Sudan University of Science and Technology for the first time. The analysis of diary entries revealed eight library constructs named Sudanese Library Anxiety Construct (SULAC). The constructs comprises Negative perceptions towards academic library environment, Negative perceptions towards library staff, Affective barriers, Negative perceptions towards peers, Negative perceptions towards library services, Negative perceptions towards library collections, Negative perceptions towards library regulations, and Cognitive barriers. Details of factors underlying each construct are described.

Library anxiety among non-native speakers of English A reappraisal

This paper attempts to highlight the factors causing anxiety among non-native speakers of English when using academic library resources, services and facilities. This is crucial now that academic libraries worldwide are increasingly building up their collections of electronic journals and databases, which are predominantly in the English language. Findings from studies among non-native speakers of English reveal that they are susceptible to anxiety factors, which are rarely reported in studies in the native English-speaking countries. Some of these barriers include: insufficient resources, language, retrieval, lack of library skills, technology, network, environment and services, computer and physical comfort, and emotional barriers. A search was conducted to analyze the literature published in Library and Information Science Abstracts (LISA) from 1986 until 2014 using the keyword ‘library anxiety’. The sample selected was limited to literature on non-native speakers of English. The distinct anxiety-causing factors typically reported in these studies are recommended to be included in the library anxiety measure for future research.