Reduced Information Anxiety through Academic Library Data Literacy Education

ABSTRACT This study investigates data literacy and its impact on information anxiety through the mediation of cognitive overload. We surveyed students, faculty/staff, and community library users at University of Rochester (UR) Libraries during the Data Bloom 2024 and Love Data Month 2025 events. Over 100 participants self‐reported their information anxiety pre‐ and post‐training using Likert scales. Partial Least Squares Equation Modeling showed significant association between data literacy, cognitive overload, and information anxiety, with cognitive overload serving as a strong mediator. Multigroup Analysis further revealed that the effect of data literacy on post‐training anxiety varied across participant roles and disciplines, with students and health/social professionals benefiting more than STEM participants and faculty/staff. The findings highlight the value of academic libraries in promoting data literacy and reducing anxiety around data use.