Abstract
The goal of this study is to explain how information literacy instruction (ILI) influences the adoption of online library resources (OLR) by business students. ILI was measured in terms of the amount of overall, active, and passive ILI received. A theoretical model was developed and tested by means of a survey of 337 business students, which included both closed and open-ended questions. Findings indicate that the ILI received by students is beneficial in the initial or early stages of OLR use; however, students quickly reach a saturation point where more instruction contributes little to the final outcome, such as reduced OLR anxiety and increased OLR self-efficacy. Rather, it is the independent, continuous use of OLR after receiving initial, formal information literacy instruction that creates continued positive effects. OLR self-efficacy and anxiety are important antecedents to OLR adoption. OLR anxiety partially mediates the relationship between self-efficacy and perceived ease of use.
Recommended Citation
Booker, Lorne; Detlor, Brian; and Serenko, Alexander, "Factors Affecting the Adoption of Online Library Resources by Business Students" (2012). AMCIS 2012 Proceedings. 8.
https://aisel.aisnet.org/amcis2012/proceedings/AdoptionDiffusionIT/8
Factors Affecting the Adoption of Online Library Resources by Business Students
The goal of this study is to explain how information literacy instruction (ILI) influences the adoption of online library resources (OLR) by business students. ILI was measured in terms of the amount of overall, active, and passive ILI received. A theoretical model was developed and tested by means of a survey of 337 business students, which included both closed and open-ended questions. Findings indicate that the ILI received by students is beneficial in the initial or early stages of OLR use; however, students quickly reach a saturation point where more instruction contributes little to the final outcome, such as reduced OLR anxiety and increased OLR self-efficacy. Rather, it is the independent, continuous use of OLR after receiving initial, formal information literacy instruction that creates continued positive effects. OLR self-efficacy and anxiety are important antecedents to OLR adoption. OLR anxiety partially mediates the relationship between self-efficacy and perceived ease of use.