Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian

Affective Change: Affective Change: Integrating Pre-sessions in the Integrating Pre-sessions in the Students' Classroom Prior to Students' Classroom Prior to

Library Instruction Library Instruction

Dale VidmarElectronic Resources Coordinator/

Education and Communications Librarian

Southern Oregon University Library

[email protected]

http://www.sou.edu/library/dale/loex98

““Affective Change”Affective Change”presents:presents:

• The results of a study into the effectiveness of offering a pre-session in the classroom of

students prior to library instruction• Overall conclusions of the research

and beyond• Observations of librarians going into

classrooms outside the library at Southern Oregon University

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.

What are Some of the Typical What are Some of the Typical

Attitudes and Feelings Attitudes and Feelings Students Associated with the Students Associated with the

Library and Librarians?Library and Librarians?

Typical Feelings Associated Typical Feelings Associated with the Librarywith the Library

• Anxiety• Fear• Uncertainty• Frustration• Confusion• Inadequacy• Helplessness

What Can Happen to Students What Can Happen to Students Who Enter the Library with Who Enter the Library with

these Feelings?these Feelings?• Reluctant to Learn• Prefer Not to Be There• Difficulty Concentrating• Do Not Readily Accept the

Librarian• Do Not Understand Why

They Need Any Instruction

Instruction Can Administer to Instruction Can Administer to Affective Experience by:Affective Experience by:

• Creating curiosity• Building enthusiasm• Initiating surprises to alter preconceptions• Building confidence and empowerment• Engendering a sense of relevance and

meaningfulness• Creating a sense of mastery through the

synthesis of the material

The Pre-sessionThe Pre-session• Ten to twenty-minute session• Involves the librarian going outside the

library and into the classroom • Outlines objectives for library instruction• Allows the librarian to take a needs

assessment to learn something about the class prior to the instruction session

• Offers initial assistance or guidance to individuals who may lack needed skills

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.

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)


Pre-session Group


Score

5.31 6.09


Probability

.0032*



5.38 5.91


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)


Pre-session Group


Score

4.31 4.72


Probability

.1417



4.47 4.83


Probability

.1605

How Approachable are LibrariansHow Approachable are Librarians (approachable - 7) (approachable - 7) (unapproachable - 1)(unapproachable - 1)


Pre-session Group


Score

5.68 5.86


Probability

.4515



5.52 5.57


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)


Pre-session Group


Score

5.08 6.04


Probability

.0012*



4.83 5.56


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)


Pre-session Group


Score

4.66 5.72

Difference of Mean Scores1.06

Probability

.0010*



4.57 5.54


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)


Pre-session Group


Score

4.38 5.07


Probability

.0139*



4.75 4.96


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)


Pre-session Group


Score

4.49 5.61

Difference of Mean Scores1.12

Probability

.0001*



5.30 5.50


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

Observations of the program by Observations of the program by Southern Oregon University Southern Oregon University

LibrariansLibrarians

• Despite initial skepticism, the pre-sessions have been effective in reducing anxiety and increasing effectiveness of instruction

• Pre-sessions gave librarians an opportunity to establish a relationship with students as a mentor

• Students got to know the librarians and began to ask questions as a part of the pre-session

• Students were more responsive during the actual instruction session at the library

Observations of the program by Observations of the program by Southern Oregon University Southern Oregon University

LibrariansLibrarians

• Taking needs assessment of a group of students prior to instruction helps immeasurably in terms of tailoring lessons to the particular students

• Instructors were sometimes more willing to give up class time for the pre-session than they were for the actual instruction session in the library

• The pre-sessions were effective and would be continued as a part of the information literacy program

Affective Change: Affective Change: Integrating Pre-sessions in the Integrating Pre-sessions in the Students' Classroom Prior to Students' Classroom Prior to

Library Instruction Library Instruction

Dale VidmarElectronic Resources Coordinator/

Education and Communications Librarian

Southern Oregon University Library

[email protected]

http://www.sou.edu/library/dale/loex98

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Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian