Introduction. In the system of university education, libraries are playing a vital role in dissemination of information in achieving outmost educational outcome. To declare how the cognitive context relating to university students’ library use, a detail study was conducted with undergraduate students. Method. A survey was carried in University of Colombo-Sri Lanka in terms of cognitive context and attitudes in library use targeting four objectives .1) what are the factors affecting in library use from the students’ cognitive context? 2) Dose students are clustered into groups with different cognitive context? 3) Are different library use patterns existed? 4) How does the library use patterns (cognitive context) relate to attitudes of students? Analysis. Three-Step of analysis has been used. Firstly, it identified the constructive concept of cognitive context by factor analysis. Secondly, cluster analysis found uneven groups who have cognitive similarities. Thirdly, Chi square analysis assessed the impact of attitudes of those segments of groups. Results. Students use libraries in differently due to indifferent cognitive contexts and are not identical. The students’ knowledge and skill in library use was affected by core four factors to four categories of user groups which reflected the various patterns of library use. Significant differences were found among the groups in certain attitudes in libraries. Conclusion. Different cognitive contexts are the basic causes for the different patterns of library use, upgrading of students’ cognitive context are recommended in individual levels.
Karunanayake Gurunnanaselage Don Anura Karunanayake, Fiji National University, Fiji
Stream: Librarianship - Information retrieval
This paper is part of the LibrAsia2015 Conference Proceedings (View)
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