· Many consider themselves to be learning - Fifteen percent ranked this as "very frequent", assigning a 5, followed by 38% at the four for a positive total of 53%. Gender differences are statistically notable. More women than men report learning at the "very frequent" (5) point, with 21% vs. 7%, and 42% assigned a 4 compared to 34% of the men assigning a four.[Image]

Scale:  5 = very frequent
        1 = rarely or hardly ever

MH Chi Square Probability = .002

· Most WEB users are curious when on the WEB for academic purposes, with over 75% assigning a rating of 4 (41%) or higher (37%). Gender again plays a significant difference with women more curious (43% at the 5) than men (28% at the five).

[Image]

Scale:  5 = very frequent
        1 = rarely or hardly ever

MH Chi Square = .003

· Many WEB users have fun - a total of 128 rate this flow aspect at a five or a four for a positive total of 55%. There is no statistical gender difference in having fun on the WEB.

[Image]

Scale:  5 = very frequent
        1 = rarely or hardly ever

MH Chi Square = .062

· Relatively few are bored using the WEB. Those claiming boredom as "very frequent" represent but 2% of the total. 25% of the total say they experience this condition "rarely or hardly ever". But, boredom can be a factor, with over 26% placing themselves in the mid point of the five point scale. Generally, men tend to be more often bored than women.

[Image]

Scale:  5 = very frequent
        1 = rarely or hardly ever

MH Chi Square = .003

· Finally, frustration in using the WEB does exist. Sixty-eight students responded with a five (very frequent) or a four when asked about frustration experiences while on the WEB. At the same time, those assigning a 1 (rarely) or a 2, represent 83 students. Thirty two percent of the users rated their frustration experience at the midpoint.

[Image]

Scale:  5 = very frequent
        1 = rarely or hardly ever

MH Chi Square = .427

Q9. How savvy are the students about the 'Net? Do they believe, as the contemporary wisdom holds among professors and librarians, that too much mindless and non discriminating use abounds? What do the students have to say about this? We asked students to rate the quality of the information they use on the WEB in three categories: accuracy, timeliness, and authoritativeness, on a Likert scale, with a 5 = excellent and 1 = poor.

· Accuracy of WEB information was rated by 100 users as either a 5 or a 4, for a total of 43%. Many (103 students) took the middle road with a 3 rating(44%). Seems like students have a balanced view about the accuracy of WEB information.

[Image]

Scale:  5 = excellent, 1= poor

· When it comes to timeliness of WEB information, 70% gave it a rank of 4 or 5. Yes, students believe the information on the WEB is fresh and current.

[Image]

Scale:  5 = excellent, 1= poor

· In what could be described as a classic bell shaped curve, students expressed some reservations about the authoritativeness of WEB information. Over half assigned a ranking of a 3, with 24% on the more trusting side and 25% on the more suspicious. Representative comments:

· I assume most sources are correct, but maybe I am naive. I have always given them credibility.

· I have never been aware of these issues.

· I would not implicitly trust anything on the web.

This cumulative (and contrary) response should be somewhat reassuring to those librarians and faculty who believe there is rampant misuse. WEB use is not an unquestioned activity. Rather, students probably approach the WEB with an open mind, and with little readiness to buy in blindly, but no more so than when they use print or other mediated resources.

[Image]

Scale:  5 = excellent, 1= poor

Q10. What ought the library be doing to facilitate the students' use of the WEB? Here is what the students told us on a scale of 5 = "I need!" to 1 = "not important":

· Develop finding aids,(best web sites listings by subject)? Yes, was the positive answer, with 47% responding with a 5 and 35% with a 4.

Females indicated a significantly stronger interest in this than did males, e.g. 60% of the women declared "I need!" to 30% of the men.

[Image]

Scale:  5 = I need!, 1 = not important

MH Chi Square Probability = .001

· One on one sessions for making the most of the WEB for personal and school needs? A rounded result, with 34% ranking this positively and 41% with less enthusiasm, assigning either a 1 or a 2 rating. Women, however, tend to be more positive for wanting this type of service, (39% to the men's 27%).

[Image]

Scale:  5 = I need!, 1 = not important

MH Chi Square Probability = .025

· Who wants that staple of user education, classes? Well, both men and women agree, some rating this service highly, assigning a 4 or a 5, 35% of the time. At the other end, however, an equal number chose to regard this as "not important", and 30% placed themselves squarely in the middle at 3.

[Image]

Scale:  5 = I need!, 1 = not important

MH Chi Square Probability = .0259

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