Subjects
affect; emotions; learning outcomes; assessment; library instruction; affective outcomes
Document Type
Research Article
Abstract
While information literacy in higher education has long been focused on cognitive learning outcomes, 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 recent survey of instruction librarians' familiarity and inclusion of affective learning outcomes within teaching and learning initiatives.
DOI
10.15760/comminfolit.2012.6.1.119
Downloads prior to this publication
8851
Persistent Identifier
http://archives.pdx.edu/ds/psu/22443
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Cahoy, E. S., & Schroeder, R. (2012). Embedding Affective Learning Outcomes in Library Instruction. Communications in Information Literacy, 6 (1), 73-90. https://doi.org/10.15760/comminfolit.2012.6.1.119