Information barriers in libraries: types, typologies and Polish empirical studies

Abstract

PurposeThe aim of this paper is to describe the Polish empirical studies of information barriers. The focus is to highlight the hierarchy of barriers, and the relation between demographic variables (sex, age, discipline etc.) and perception of barriers.Design/methodology/approachAfter a deep literature review some empirical studies have been conducted. Respondents were divided into groups in terms of: sex, field of study (social sciences, human sciences, natural sciences and technical sciences), age, science degree and year of study. In analysis of data two statistical methods: analysis of variance (ANOVA) and a chi‐square test (χ2) were used.FindingsThe phenomenon of information barriers is very common, encountered by around 80 per cent of users. The most troublesome barriers were barriers connected with libraries. The study showed that the sex variable had varied the respondents' answers to the greatest extent. The women perceived information barriers as a more serious problem than men (p<0.001). With regard to types of discipline, the faculty group found information barriers more troublesome in such disciplines as humanities and social sciences than in natural or technical sciences (p=0.001).Research limitations/implicationsThe hierarchy of barriers obtained from the study is related to a particular environment, a given group of users, the equipment of home library.Practical implicationsStudies of this subject may prove valuable in identifying people that are likely to experience difficulties in access to information.Originality/valueThe knowledge of the relation between demographic variables and perception of barriers, in earlier literature, was fragmentary. Findings may lead to a better understanding of the information barriers phenomenon by librarians and library users as well.

Big Five Personality Factors and Library Anxiety

“…Library anxiety is characterized by negative emotions-including tension, fear, feelings of uncertainty and helplessness, negative selfdefeating thoughts, and mental disorganization-that are experienced in the library setting [4]. It is a kind of psychological barrier that hinders users' access to information, and has been described in the broader term, information barriers [5] [6]. A common phenomenon occurring among a majority of students [3] [4], library anxiety is an important issue.…”

Information limits: definition, typology and types

“… Lack of information resources – e.g. in home library: gaps in the collection, single copy policy, missing publications; or in internet: limited access to electronic full‐text journal articles (Line, 1963 – shortage of books; Martyn, 1964, 1987; Urquhart and Schofield, 1972; Marsterson and Wilson, 1975; Saracevic et al , 1977; Smith and Granade, 1978; Haag, 1989; Andrews, 1991; Chacha and Irving, 1991; McCarthy, 1995; De Tiratel, 2000; Hull, 2000; Spang and Baker, 2000; Ferguson and Crawford, 2001; Marcella, 2001; Westbrook, 2003; Revere et al , 2007; Lilley, 2008; Haridasan and Khan, 2009; Świgoń, 2006, 2010, 2011). Irrelevant information – acquired information is of good quality but it does not satisfy the information need; contradictory information (Haag, 1989, Harris and Dewdney, 1994 – inaccurate or inappropriate information received; Wales, 2000; Hertzum and Pejtersen, 2000; Marcella, 2001; Hall et al , 2000; Rehman and Ramzy, 2004; Swinglehurst, 2005; Eriksson‐Backa, 2008; Shenton, 2008).…”

“…Lack of information resources – e.g. in home library: gaps in the collection, single copy policy, missing publications; or in internet: limited access to electronic full‐text journal articles (Line, 1963 – shortage of books; Martyn, 1964, 1987; Urquhart and Schofield, 1972; Marsterson and Wilson, 1975; Saracevic et al , 1977; Smith and Granade, 1978; Haag, 1989; Andrews, 1991; Chacha and Irving, 1991; McCarthy, 1995; De Tiratel, 2000; Hull, 2000; Spang and Baker, 2000; Ferguson and Crawford, 2001; Marcella, 2001; Westbrook, 2003; Revere et al , 2007; Lilley, 2008; Haridasan and Khan, 2009; Świgoń, 2006, 2010, 2011).…”

“…This impeded the research. While reading through the articles it has been noticed that the relevant publications are labelled with such key words as: barriers (sometimes “information barriers”, Świgoń, 2006, 2010), access to information, flow of information, etc. Furthermore, it has been found that the issue of information limits has so far usually been raised together with, or even on the margin of, more popular topics, such as information need and information behaviour.…”

“Hard to find”: information barriers among LGBT college students

“…Information barriers are hindrances or impediments to seeking and/or using information and manifest as a disruption in the information seeking process (Wilson, 1981, 1997, 1999; Świgoń, 2011a, b, c; Savolainen, 2016). Barriers can exist as something that is tangible or incorporeal, such as library anxiety (Świgoń, 2011b) or twentieth century segregation laws (Knott, 2015).…”