Embedding affective learning outcomes in library instruction

Ellysa Stern Cahoy, Robert Schroeder

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

While information literacy in higher education has long been focused on cognitive learning out-comes, attention must be paid to students' affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students' self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a re-cent survey of instruction librarians' familiarity and inclusion of affective learning outcomes within teaching and learning initiatives.

Original languageEnglish (US)
Pages (from-to)73-90
Number of pages18
JournalCommunications in Information Literacy
Volume6
Issue number1
DOIs
StatePublished - Jan 1 2012

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instruction
learning
librarian
literacy
cognitive learning
research process
self-efficacy
emotion
student
inclusion
Teaching
education

All Science Journal Classification (ASJC) codes

  • Education
  • Library and Information Sciences

Cite this

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Embedding affective learning outcomes in library instruction. / Cahoy, Ellysa Stern; Schroeder, Robert.

In: Communications in Information Literacy, Vol. 6, No. 1, 01.01.2012, p. 73-90.

Research output: Contribution to journalArticle

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