Year: 2012
Type: 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.
Authors: Ellysa Cahoy, Robert Schroeder
Institutions: Pennsylvania State University, Portland State University
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2111305236