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Set ‘em Up for Success: An Affective Approach to Library Instruction

Set ‘em Up for Success: An Affective Approach 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 Success will present:.

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Set ‘em Up for Success: An Affective Approach to Library Instruction

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  1. Set ‘em Up for Success:An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian vidmar@sou.edu http://www.sou.edu/library/dale/setemup

  2. Set ‘em Up for Successwill 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

  3. 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.

  4. Typical Attitudes and Feelings Associated with the Library Anxiety Fear Uncertainty Frustration Inadequacy Helplessness

  5. Typical Feelings Associated with the Library Anxiety Fear Uncertainty Frustration Inadequacy Helplessness

  6. An Affective Approach 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?

  7. Hypothesis 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.

  8. The 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

  9. Goals 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

  10. 4 Levels of the Affective Realm 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.

  11. Research Methodology:The 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.

  12. Research Methodology:Pre-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.

  13. Research Methodology:Analysis 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.

  14. The Semantic Differential Finding 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

  15. Pre-session Group Pre-test Post-test Mean Score Mean Score 4.57 5.21 Difference of Mean Scores .64 Probability .0261* No Pre-session Group Pre-test Post-test Mean Score Mean Score 5.27 5.13 Difference of Mean Scores -.14 Probability .5853 How Individuals Feel in the Library(relaxed - 7) (tense - 1)*Indicates a significant difference at or below the .05 level

  16. Pre-session Group Pre-test Post-test Mean Score Mean Score 5.31 6.09 Difference of Mean Scores .78 Probability .0032* No Pre-session Group Pre-test Post-test Mean Score Mean Score 5.38 5.91 Difference of Mean Scores .53 Probability .0387* How Individuals Feel About Having the Ability to Do Research (essential - 7) (not important at all - 1)*Indicates a significant difference at or below the .05 level

  17. Pre-session Group Pre-test Post-test Mean Score Mean Score 4.31 4.72 Difference of Mean Scores .41 Probability .1417 No Pre-session Group Pre-test Post-test Mean Score Mean Score 4.47 4.83 Difference of Mean Scores .36 Probability .1605 How Individuals Believe their Research Skills Compares With That of Others (stronger - 7) (weaker - 1) *Indicates a significant difference at or below the .05 level

  18. Pre-session Group Pre-test Post-test Mean Score Mean Score 5.68 5.86 Difference of Mean Scores .18 Probability .4515 No Pre-session Group Pre-test Post-test Mean Score Mean Score 5.52 5.57 Difference of Mean Scores .05 Probability .8244 How Approachable are Librarians (approachable - 7) (unapproachable - 1)*Indicates a significant difference at or below the .05 level

  19. Pre-session Group Pre-test Post-test Mean Score Mean Score 5.08 6.04 Difference of Mean Scores .96 Probability .0012* No Pre-session Group Pre-test Post-test Mean Score Mean Score 4.83 5.56 Difference of Mean Scores .73 Probability .0324* How Often Do Individuals Consult Librarians When Having Difficulties (always - 7) (never - 1) *Indicates a significant difference at or below the .05 level

  20. Pre-session Group Pre-test Post-test Mean Score Mean Score 4.66 5.72 Difference of Mean Scores 1.06 Probability .0010* No Pre-session Group Pre-test Post-test Mean Score Mean Score 4.57 5.54 Difference of Mean Scores .97 Probability .0016* How Often Do Individuals Intend to Use the Library After Library Instruction (often - 7) (rarely - 1) *Indicates a significant difference at or below the .05 level

  21. Pre-session Group Pre-test Post-test Mean Score Mean Score 4.38 5.07 Difference of Mean Scores .68 Probability .0139* No Pre-session Group Pre-test Post-test Mean Score Mean Score 4.75 4.96 Difference of Mean Scores .21 Probability .4464 What Do Individuals Think About Using the Library to Find Information (easy - 7) (difficult - 1) *Indicates a significant difference at or below the .05 level

  22. Pre-session Group Pre-test Post-test Mean Score Mean Score 4.49 5.61 Difference of Mean Scores 1.12 Probability .0001* No Pre-session Group Pre-test Post-test Mean Score Mean Score 5.30 5.50 Difference of Mean Scores .20 Probability .4599 How Well Did the Library Instruction Session Attend to my Personal Needs (completely - 7) (not at all - 1) *Indicates a significant difference at or below the .05 level

  23. Pre-session Group No Pre-session Group Pre-test Post-test Pre-test Post-test Mean 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 Comparison of the Difference of the Total of All Mean Scores

  24. Conclusions 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

  25. Set ‘em Up for Success:An Affective Approach 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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