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Set ‘em Up for Success:Set ‘em Up for Success:An Affective ApproachAn Affective Approach to Library Instruction to Library Instruction
Dale Vidmar
Electronic Resources Coordinator/
Education and Communications Librarian
vidmar@sou.edu
http://www.sou.edu/library/dale/setemup
Set ‘em Up for SuccessSet ‘em Up for Successwill present:will present:
• The results of a study into the effectiveness of offering a pre-session in the classroom of
students prior to library instruction• Observations of librarians going into
classrooms outside the library at Southern Oregon University
• Overall conclusions of the research and beyond
What is the Affective Realm?What is the Affective Realm?
• The area of human experience that deals with feelings, attitudes, perceptions, intentions, and emotions.
• Applies to the feeling-response or general reaction to an object or idea.
• How individuals perceive their social environment and how they interact within it.
Typical Attitudes and Feelings Typical Attitudes and Feelings Associated with the LibraryAssociated with the Library
• Anxiety• Fear• Uncertainty• Frustration• Inadequacy• Helplessness
Typical Feelings Associated Typical Feelings Associated with the Librarywith the Library
• Anxiety• Fear• Uncertainty• Frustration• Inadequacy• Helplessness
An Affective ApproachAn Affective Approach to Library Instruction to Library Instruction
What effect if any would a ten to twenty minute pre-session given in the classroom prior to instruction
in the library have upon individuals in comparison with
those who only had an instruction session in the library?
Hypothesis of the StudyHypothesis of the Study
A pre-session offered to individuals in their classroom prior to instruction
in the library will have a positive effect upon the attitudes, feelings,
intentions, and perceptions in conjunction with the library,
librarians, library use and research, and library instruction sessions.
The Pre-sessionThe Pre-session• Ten to twenty-minute session• Involves the librarian going outside the
library and into the classroom • Prepare handout outlining objectives• Take needs assessment--librarian attempts
to learn something about the class prior to the instruction session
• Offer assistance to individuals who may lack needed skills
Goals of the Pre-sessionGoals of the Pre-session• Introduce librarian and establish rapport• Outline objectives of library instruction--
preferably with a handout• Arouse curiosity and interest• Take needs assessment and use assessment
to prepare and customize instruction• Set-up and prepare individuals for class in
the library• Try to reduce anxiety and resistance
4 Levels of the Affective 4 Levels of the Affective Realm Measured by the StudyRealm Measured by the Study
• Feelings - How Individuals Feel about the Library, about the Importance of Doing Research, and about their Library Skills
• Attitudes - How Approachable are Librarians and Do Individuals Consult Them if Necessary.
• Intentions - Current Library Use vs. Intended Use After Instruction.
• Perceptions - How Useful is Library Instruction and How Well Does it Attend to Personal Needs.
Research Methodology:Research Methodology:The Grouping of StudentsThe Grouping of Students
• Study compared pre-test/post-test scores of 125 students in 6 freshman composition classes
• 6 classes were paired into 3 sets, each pair having the same instructor and same librarian
• 3 classes in the Control (no pre-session) group and 3 in the Experimental (pre-session) group.
Research Methodology:Research Methodology:Pre-Tests/Post-TestsPre-Tests/Post-Tests
• Compared the Pre-test/Post-Test Scores of the Pre-session (Experimental) Group and the No Pre-session (Control) Group.
• Pre-tests were administered two days prior to either the pre-session or the instruction session in the library.
• Post-tests were administered two days after instruction session in the library.
• Tests were one page questionnaires that asked 9 questions, scored using the semantic differential scale.
Research Methodology:Research Methodology:Analysis of ResultsAnalysis of Results
• Reported as the difference between mean scores of the Pre-session (Experimental) Group and the No Pre-session (Control) Group.
• Raw scores based on a 1 to 7 scale. A low raw score 1 indicated a negative response. A high raw score 7 indicated a positive response.
• Presumably, students in both groups would score higher on post-tests as a result of the library instruction class.
The Semantic DifferentialThe Semantic DifferentialFinding information in the library is
easy |_____|_____|_____|_____|_____|_____|_____| difficult (polarizing term X) (7) (6) (5) (4) (3) (2) (1) (polarizing term Y)
The numbered scale positions are defined as:
(7) extremely X
(6) quite X
(5) slightly X
(4) neither X nor Y; or equally X and Y
(3) slightly Y
(2) quite Y
(1) extremely Y
How Individuals Feel in the LibraryHow Individuals Feel in the Library(relaxed - 7)(relaxed - 7) (tense - 1)(tense - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.57 5.21
Difference of Mean Scores.64
Probability
.0261*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.27 5.13
Difference of Mean Scores-.14
Probability
.5853
How Individuals Feel About HavingHow Individuals Feel About Having the Ability to Do Research the Ability to Do Research(essential - 7)(essential - 7) (not important at all - (not important at all -
1)1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
5.31 6.09
Difference of Mean Scores.78
Probability
.0032*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.38 5.91
Difference of Mean Scores.53
Probability
.0387*
How Individuals Believe their ResearchHow Individuals Believe their Research Skills Compares With That of Others Skills Compares With That of Others
(stronger - 7)(stronger - 7) (weaker - 1) (weaker - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.31 4.72
Difference of Mean Scores.41
Probability
.1417
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.47 4.83
Difference of Mean Scores.36
Probability
.1605
How Approachable are LibrariansHow Approachable are Librarians (approachable - 7) (approachable - 7) (unapproachable - 1)(unapproachable - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
5.68 5.86
Difference of Mean Scores.18
Probability
.4515
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.52 5.57
Difference of Mean Scores.05
Probability
.8244
How Often Do Individuals ConsultHow Often Do Individuals Consult Librarians When Having Difficulties Librarians When Having Difficulties
(always - 7) (always - 7) (never - 1) (never - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
5.08 6.04
Difference of Mean Scores.96
Probability
.0012*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.83 5.56
Difference of Mean Scores.73
Probability
.0324*
How Often Do Individuals Intend toHow Often Do Individuals Intend to Use the Library After Library Instruction Use the Library After Library Instruction
(often - 7) (often - 7) (rarely - 1) (rarely - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.66 5.72
Difference of Mean Scores1.06
Probability
.0010*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.57 5.54
Difference of Mean Scores.97
Probability
.0016*
What Do Individuals Think About Using What Do Individuals Think About Using the Library to Find Informationthe Library to Find Information
(easy - 7) (easy - 7) (difficult - 1) (difficult - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.38 5.07
Difference of Mean Scores.68
Probability
.0139*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.75 4.96
Difference of Mean Scores.21
Probability
.4464
How Well Did the Library InstructionHow Well Did the Library Instruction Session Attend to my Personal Needs Session Attend to my Personal Needs
(completely - 7) (completely - 7) (not at all - 1) (not at all - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.49 5.61
Difference of Mean Scores1.12
Probability
.0001*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.30 5.50
Difference of Mean Scores.20
Probability
.4599
Comparison of the Difference of the Comparison of the Difference of the Total of All Mean Scores Total of All Mean Scores
Pre-session Group No Pre-session Group
Pre-test Post-test Pre-test Post-testMean Score Mean Score Mean Score Mean Score
4.80 5.51 4.97 5.33
Difference of Mean Scores Difference of Mean Scores.71 .36
Probability
.0461**Indicates a significant difference at or below the .05 level
Conclusions of the StudyConclusions of the Study• Findings of the study suggest that pre-sessions
improve the affective experience students have when using the library--more positive attitude, enhanced confidence, and an intent to use the library
• Comparison of pre-test and post-test scores indicated students generally felt better about the library, librarians, and research
• Pre-sessions may help individuals overcome initial feelings of inadequacy, anxiety, and tension
• Although more study may be needed, the integration of pre-sessions into library instruction merits serious consideration in attending to the needs of individuals
Set ‘em Up for Success:Set ‘em Up for Success:An Affective ApproachAn Affective Approach to Library Instruction to Library Instruction
Dale Vidmar
Electronic Resources Coordinator/
Education and Communications Librarian
vidmar@sou.edu
http://www.sou.edu/library/dale/setemup
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