Abstract

Affective learning relates to students’ attitudes, emotions, and feelings. This study focuses on measuring affective learning during library instruction by using a student response system. Participants were undergraduate students who received course-related library instruction for a research assignment. Students rated their confidence levels associated with finding resources before and after the library session using a student response system and again at the end of the semester using a paper survey. The results show a significant improvement in confidence levels for students receiving library instruction, suggesting that library instruction can have a positive influence on affective learning.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 385-401
Launched on MUSE
2013-10-04
Open Access
No
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