· 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.

**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).

**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.

**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.

**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.

**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.

**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.

**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.

**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.

**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%).

**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.

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

**MH Chi Square Probability = .0259**