Embedding Affective Learning Outcomes in Library Instruction

Cahoy, Ellysa; Schroeder, Robert

doi:10.15760/comminfolit.2012.6.1.119

Cited by 24 publications

(16 citation statements)

References 17 publications

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“…The literature indicates that librarians have focused on the affective factors that make students better researchers, specifically, motivation (Cahoy & Schroeder, 2012;Crow, 2007;Klipfel, 2014;Matteson, 2014). Greater attention to the role of motivation and how to promote it in our students is increasingly important in contemporary information environments, where immediate gratification has become a student expectation.…”

Section: Discussionmentioning

confidence: 99%

Student Research & Intrinsic Motivation: Effects of Formative Assessment and the Two-Session Model of Information Literacy Instruction

Barefoot

2017

palrap

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Formative assessment is a well-established practice within education. However, the traditionally brief format of information literacy instruction has not lent itself well to formative assessment efforts conducted during the learning process. At the same time, there is increasing focus within the library literature on affective measures of information literacy instruction such as motivation, and instruction formats that incorporate multiple sessions. This study seeks to examine the relationship between student motivation, delivery of instruction, and formative assessment, by comparing scores from the Intrinsic Motivation Inventory (IMI) across two groups of research writing students: a control group receiving one session of information literacy instruction, and an intervention group receiving written formative assessment and two sessions of information literacy instruction. Statistical significance analyses indicate that the addition of formative assessment and a second instruction session significantly increased motivation for conducting research in the intervention group when compared to students receiving only one session of instruction and no formative assessment. These findings indicate that librarians can significantly increase students' intrinsic motivation to conduct research by incorporating formative assessment strategies into a two-session model of information literacy instruction. Literature ReviewIn his 2010 book on motivational design, Keller states that "teachers cannot control student motivation but they certainly do influence it" (p. 38). Librarians have increasingly taken on the role of teachers of information literacy.However, whereas the education literature is rich in the application of motivational techniques and the effective use of formative assessment, the library literature is only in the infancy of exploring these applications within information literacy instruction. (Deci & Ryan, 1985;Deci & Ryan, 2008). Their work originally examined the differences between intrinsic and extrinsic motivation, where intrinsic motivation is defined as engaging in a task because one finds it personally rewarding to do so, and extrinsic motivation is defined as engaging in a task because of the desire for some external reward (Ryan & Deci, 2000).Intrinsic motivation has been the focus of much educational research, because of the proven relationship between intrinsic motivation and student achievement over time (Dennis & Dees, 2015;Taylor et al., 2014). While external motivators, such as grades and scoring, are important for showing student improvement, relying solely on these mechanisms is not enough to motivate students to engage deeply with their research projects. In fact, motivation for some students has been shown to decrease when teachers use frequent, high-stakes evaluations (Hancock, 2001).When information literacy librarians focus their teaching on simply meeting the requirements of an assignment, we play into this external reward system that does not motivate students to understand the wider ap...

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Section: Discussionmentioning

confidence: 99%

Student Research & Intrinsic Motivation: Effects of Formative Assessment and the Two-Session Model of Information Literacy Instruction

Barefoot

2017

palrap

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“…This review of the literature on the use of research logs in IL instruction yielded multiple citations to Kuhlthau's work, among them Bonnet et al (2013) writing on the use of undergraduate personal essays; Bowler (2010) on adolescent metacognition; Cahoy and Schroeder (2012) on affective learning in IL instruction; Deitering and Jameson (2008) on "information literacy portfolios;" Detmering and Johnson (2012) on "information literacy narratives;" Hepworth and Walton (2009) on inquiry-based learning; and Torras and Saetre (2008) on IL education. Willson (2012) used research logs analogous to Kuhlthau's to study one-shot IL instruction.…”

Section: Constructivismmentioning

confidence: 99%

Foregrounding the Research Log in Information Literacy Instruction

Fluk

2015

The Journal of Academic Librarianship

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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.Research logs, also called "research journals," "narratives of research," and a wide variety of other terms, are assigned often-but not often enough-in information literacy instruction. Research log/ research journal assignments ask students to keep track of their research process and produce an artifact-a log, a journal, a storydescribing and reflecting on that process. I will argue in this paper that the literature of information literacy (IL) instruction provides ample backing for the idea that the research log/research journal assignment can be a useful exercise for the development of information literacy at the college level. In my earlier review of literature published from 2000(Fluk, 2009, the value of such an assignment for effective delivery of IL instruction as well as for insightful performance-based assessment became apparent. Ironically, however, the enthusiasm in the literature for the use of research logs/research journals in IL instruction was not heavily backed by empirical research (p. 49) and was, indeed, belied by underutilization (p. 46). This paper updates the 2009 literature review, looking for scholarly evidence of the value of research logs/research journals for pedagogy, assessment, and-expanding on the earlier review-prevention of plagiarism. Also expanded here is the scope of the literature reviewed to include the major information literacy textbooks and instruction manuals currently in use, searching for their advocacy (or not) of student research logs/ research journals.The research questions are:

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“…from the work of Kuhlthau, (1991Kuhlthau, ( , 1993, emotions (Tenopir, 1994), and motivation (Cahoy and Schroeder, 2012;Kalbach, 2006)). Such words are even more prominent in information behaviour studies conducted in related fields.…”

Section: Affect and Emotion: Terminologymentioning

confidence: 99%

“…Other calls for considering affect can be noted in the LIS literature. Cahoy and Schroeder (2012) argue for embedding affective learning outcomes in library instruction.…”

Section: Can We Refer To An Affective Paradigm or Are We Not Yet There?mentioning

confidence: 99%

IRS, information services and LIS research – a reminder about affect and the affective paradigm … and a question

Fourie

Julien

2014

Library Hi Tech

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Purpose -A previous contribution (Fourie, 2013) argues in favour of a balance in emphasis between information communication technology (ICT); information retrieval systems (IRS) such as databases, library catalogues, repositories, Google Scholar, digital libraries, portals, search engines; and, the users of these systems. This contribution pursues the need to consider affect and an affective paradigm more prominently in the design, evaluation, promotion and use of IRS and library and information services (LIS).Design/methodology/approach -The contribution is written against the background of research in information behaviour, user studies, systems design, and information literacy.Findings -Although the literature from LIS and other disciplines notes an affective paradigm or even paradigms, it is not strongly positioned compared with the systems and cognitive paradigms. A growing body of research and work practices such as information representation and tagging, and information skills training, is taking a slant towards affect and emotion. The question, however, is whether current work is sufficient to argue for an affective paradigm complimentary to the systems, cognitive and socio-cognitive paradigms, and how an affective paradigm should be introduced in training/education for LIS.Originality/value -Although there are a number of publications on affect and emotion, and references to an affective paradigm, this contribution is aimed at stimulating thought on whether we should prominently introduce the affective paradigm into LIS curricula as preparation for adding more value to IRS, library services, and in dealing with emotion-laden jobs, and if so, how.

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Embedding Affective Learning Outcomes in Library Instruction

Cited by 24 publications

References 17 publications

Student Research & Intrinsic Motivation: Effects of Formative Assessment and the Two-Session Model of Information Literacy Instruction

Student Research & Intrinsic Motivation: Effects of Formative Assessment and the Two-Session Model of Information Literacy Instruction

Foregrounding the Research Log in Information Literacy Instruction

IRS, information services and LIS research – a reminder about affect and the affective paradigm … and a question

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