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LIS 5043 Information Literacy and Instruction Brenda Miner
March 13, 2015
LIS 5043 Information Literacy and Instruction
Schroeder, Robert and Ellysa Stern Cahoy. 2010. "Valuing Information Literacy: Affective Learning and the ACRL Standards." portal: Li-braries and the Academy, 10(2): 127-146.
Building project
Lengthy book processing
Lack of personnel
History
ACRL Standards developed
in January 2000
Focused on cognitive needs
Standards need to include
affective aspects
Affective deals with the in-
trinsic values
*Standards were revised in-
to Frameworks in 2015
*Recent Development
History
Background
Developed in 2000 by the American Library Association, ACRL
Standards changed the focus from the bibliographic instruction
to information literacy. These standards were revised into the
ACRL Frameworks in February 2015.
According to the article, ACRL Standards have focused on the
cognitive needs and have neglected the affective needs of stu-
dents.
There are various definitions for the affective domain, but all
of the definitions show that it is intrinsic. It includes one’s atti-
tudes and emotions, including motivation.
St. Edward’s University
Researchers
Information Search Process
Mellon
Students and anxiety about the library
Bostick
Library Anxiety Scale
“Affect and the Library”
Several researchers have analyzed the relationship between
students and their feelings about the research process and the
library.
Looking at computer anxiety within the library has been the
focus of Diane Nahl’s work. Her research has used affective
lead theory and coping skills. Marc Prensky’s research found
that computer anxiety continues to be a concern with the new
generation of college students even though they are known as
being “Digital Natives.”
Affect and the Library
Kuhlthau’s
Carol Kuhlthau developed the Information Search Process
where students go through different feelings when research-
ing. These feelings include both negative and positive emo-
tions.
In the 1980s, Constance Mellon conducted a study involving first-
year college students and the anxiety they have about the library.
Mellon’s work led to Sharon Bostick’s development of a Library
Anxiety Scale.
Nahl
Computer anxiety
Prensky
Computer anxiety and Digital Natives
Building project
Lengthy book processing
Lack of personnel
IL Standards
Institutional Effectiveness
Professional Values
Educational Role
Discovery
Collections
Space
Management/
Administration
Personnel
External Relations
Source: http://www.ala.org/acrl/sites/
ala.org.acrl/files/content/standards/slhe.pdf
ACRL Performance
Indicators
Information Literacy Standards
There are standards for both higher education and public
school as well as international standards. The Association of
College and Research Libraries (ACRL), American Association
of School Libraries (AASL), and the International Society for
Technology in Education (ISTE) have all produced information
literacy standards.
These standards have evolved from focusing on cognitive skills
acquired by the individual to teaching an entire body of stu-
dents through collective learning.
The AASL standards focus on “collaborative work, social net-
working, critical thinking, and creativity in learning how to use
information.” The emphasis is placed on inquiry and technolo-
gy and the relationship between behaviors and attitudes.
An ACRL task force created standards that are “cognitive, fo-
cusing intently on competencies relevant to finding and using
information effectively and ethically.”
Affective Dispositions and Infor-
mation Literacy
Inquisitive with regard to a range
of issues
Become and remain well-
informed
Aware of opportunities to use IL
Trust in purposeful and reliable
inquiry
Consider alternatives and opin-
ions
Reconsider and revise views when
needed
Seek relevant information
Persist through difficulties
“Affective Information Literacy Standards and Model
While the affective competencies are more difficult to meas-
ure, it should be a part of the information literacy standards.
This places an importance on the students’ learning and gives
a more complete representation of the information process.
Affective Information Literacy Standards
Barbara Stipling’s research has emphasized the importance
of “habits of mind” or internalization when learning.
ACRL standards emphasize the need for students to locate,
evaluate, and use information ethically, but these standards
need to add the affective aspect of learning. By including the
affective domain, students’ critical thinking skills would ben-
efit, and it would incorporate the research conducted by
Kuhlthau, Krathwohl, Bloom, and Masia. The goal is to have
students internalize their learning to become lifelong learn-
ers.
Instruction and Assessment
Apprehensive about the information
seeking process
Librarians
Aware of students’ apprehension and
try to alleviate it
Awareness
Students who were instructed in the
affective aspect of the ISP saw a re-
duction in anxiety
Affective Learning Outcomes, Instruction, and Assessment
Librarians currently try to alleviate students’ anxieties about the information seeking process through library orientations and various workshops. Since librarians are already aware of students’ anxiety when it comes to information literacy, to in-clude affective learning outcomes would not create additional work.
To add an affective goal to incorporate the Information Seeking Process would acknowledge the students’ feelings. This would allow the students to understand their apprehension and work out a plan to overcome obstacles. Research has proven that through instruction on the emotions experienced during the information process, there is an increase in students’ confi-dence.
Continued efforts to lessen the anxiety and emotional distress that students feel during information seeking process can be evaluated through questionnaires, surveys, logs, checklists, or observation.
Affective Learning Outcomes, Instruction, and Assessment
Students
Evaluate
Through questionnaires, surveys, logs,
checklists, and/or observations
The ACRL and AASL standards have created much
needed objectives for librarians when instructing
students in the information seeking process. How-
ever, these objectives did not take into account
affective or emotional aspect of information seek-
ing. The affective learning is important in the crea-
tion of lifelong learners who are not only aware of
when and how to seek information, evaluate the re-
sults, and use the information ethically, but are also
aware of the anxiety and apprehensions that are
considered a part of the process. It is only through
instruction and in understanding the information
seeking process that students will gain confidence
and experience success.
SUMMARY
LIS 5503 Information Literacy and Instruction
Brenda Miner
March 13, 2015
Schroeder, Robert and Ellysa Stern Cahoy. 2010. "Valuing Information Literacy: Affective Learning and the ACRL Standards." portal: Libraries and the Academy, 10(2): 127-146.
Note: The new ACRL Frameworks were published February 2015 include “ways in which to address the affective, attitudinal, or valuing dimension of learn-ing.” The Frameworks can be found at http://www.ala.org/acrl/standards/ilframework..
http://issuu.com/brendaminer/docs/