A Database by Any Other Name: Instructor Language Preferences for Library Resources

Abstract

Abstract This study explored the language preferences of instructors at Louisiana State University for library resources and whether library terminology influenced those choices. Participants were presented with both screen captures and definitions of electronic library resources and were asked to identify them in their own words. Faculty did not use library terminology consistently and performed better when presented with a definition than with a screen capture. No correlation was found between rank, teaching experience, college, or attendance in library instruction and preference for library terminology. A statistically significant relationship existed between frequent use of library resources and preference for library terminology. Confusion about this terminology could create difficulties for faculty in conducting their own research and may confuse their students when they hear conflicting language from their instructors and librarians. Librarians should use clear language, provide context on websites, and provide instruction on these resources specifically catered to instructors.