Adults' self-directed learner characteristics and library literacy

The percentage of adult learners on college campuses is increasing, societal changes require continued learning, and the world is experiencing an information explosion.;This study addressed the relationship between adult students' self-directed learner characteristics and their library literacy (attitudes and knowledge affecting library use). A secondary focus examined the relationship of age, gender, academic major, grade point average, earned academic credits, library instruction received, hours per week spent using libraries, and frequency of library assignments with self-direction and with library literacy. Adult learners enrolled in baccalaureate degree programs at a leading public institution of continuing higher education were surveyed. Self-directed learner characteristics were measured by Oddi's Continuing Learning Inventory (OCLI), a Likert-type, self-scoring, 24-item instrument. A second instrument, the Library Literacy Assessment Test (LLAT), developed specifically for this study, measured both attitudes toward (affective domain) and knowledge of (cognitive domain) library use. Complete (usable) data sets were collected from 133 students.;The relationship between library literacy and self-directedness was statistically significant. Findings were significant for OCLI when age and grade point average were considered; and there was positive correlation between grade point average and the cognitive component of library literacy. In addition, significant relationships were found between the affective component of library literacy and hours of library use, and between the cognitive component of library literacy and library instruction. No statistical significance was found between gender, academic major, library assignments, or credit hours earned and either self-directedness or library literacy.;It is concluded that there is a modest relationship between library literacy and self-directed learner characteristics. Further, while some demographic and descriptive variables (i.e., age, grade point average, library instruction, hours using libraries) of adult learners are related moderately to library literacy and/or self-directedness, others (i.e., gender, academic major, library assignments, credit hours earned) are not related.