Mellon alerted faculty members outside the library that these behaviors constituted problems that needed to be addressed.
[8] In a 2007 study of graduate students, Kwon, Onwuegbuzie and Alexander found that "weak critical thinking dispositions in the areas of self-confidence, inquisitiveness and systematicity were particularly associated with high levels of library anxiety.
Another study conducted in 2007 by Melissa Gross and Don Latham also attributed heightened library anxiety to lack of education in information literacy skills.
[10] New York Columbia University librarian Anice Mills reported in 2016 that contributors to library anxiety were also the design and architecture of the building.
[11] Most of the literature is written from the point of view of libraries and how they can create more welcoming environments through library instruction programs and other opportunities to interact with librarians; modifying librarian attitudes and behaviors to be seen as visible, approachable and unintimidating; using better signage, wording directions and instructions in jargon-free terminology; and having staff wear name tags.
[12] "Personal interaction appears to be the central component of reduction strategies and suggestions aimed at alleviating students' fears of the academic library," according to Heather Carlile.
[14] New York Columbia University librarian Anice Mills suggested empathetic one-on-one discussions with students.
[15] Brown notes that an attempt to demonstrate all of the library's services in one go (realizing that library anxiety may prevent the student from returning unless they know everything in the moment) may, paradoxically, overwhelm students, preventing them from returning, due to "user anxiety and feelings of incompetence".
[15] To this end, a 2016 paper by Elizabeth DiPrince, Amber Wilson, Chrissy Karafit, Amanda Bryant, and Chris Springer discusses the need for a print guide to library services as well.