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Confidence frustration, and worry: the role of emotions in student learning & research - Mike Courtney & Carrie Donovan

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Presented at LILAC 2016

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Confidence frustration, and worry: the role of emotions in student learning & research - Mike Courtney & Carrie Donovan

  1. 1. Confidence, Frustration, and Worry The Role of Emotions in Student Learning & Research Mike Courtney Indiana University @liboutreach Carrie Donovan Ferris State University @carriedonovan
  2. 2. High Hopes + Few Moments = #LibraryLife Focus on the Affective Domain Value of Qualitative Data Theoretical Guideposts Practical Applications
  3. 3. Critical Theory + Information Literacy Local Campus Mission, Vision, Curriculum Influence & Context
  4. 4. Inquiry Question Methodology Interview Protocol Data Analysis Library Ethnography
  5. 5. Intended / Unintended Findings Library Use Getting Help Assignment Structure Confidence (True & False) Raw Emotion Self Awareness
  6. 6. Our study shows the most influential emotions in students’ research experiences are: Confidence Worry Frustration Anxiety The Influence of Emotions in the Research Process
  7. 7. Assumption: If you make it easy to find library resources, students will use the library Contention: ● Confidence comes from familiarity with sources and one-click access
  8. 8. “it’s pretty easy with the library website, I guess. You just go through the resources and on the… library page, there is a site specifically laid out perfectly for us to choose the sources or the databases that we’re gonna use to search. It was so easy to find sources... We didn’t really have any problems whatsoever. I don’t feel like I’ve really been properly trained, I guess, to go about researching.”
  9. 9. Assumption: If students know strategies and concepts for information seeking/evaluation, they will succeed Contention: ● Students must be able to acknowledge and manage their emotions
  10. 10. “We couldn’t find the precise information that we were looking for. And we’re still struggling with that… Soooo, we’re getting better! But it’s funny to watch our faces over time. We’re probably like, ‘Yeah, we’re still going,’ and then eventually we’re like, ‘Oh this is kinda weird,’ ‘We’ll be ok, we got this.’”
  11. 11. Assumption: Librarians’ teaching is improved through our expertise & library collections Contention: If we’re not empathetic, we’ve got nothing
  12. 12. “It’s been a little overwhelming…. it takes a while to find things.” “I just worry about it with all my other classes, getting everything done on time.” “I was kind of overwhelmed. And I remember we were like ‘where do we begin?’”
  13. 13. Holistic Approach --acknowledges-- Affective & Cognitive Bottlenecks to Learning
  14. 14. Information Literacy as its own Discipline
  15. 15. Research | Iterative Process | Learning Kuhlthau & Confidence
  16. 16. “The rough draft is due on Friday, and that’s actually not too hard. It’s the researching and understanding, really comprehending what this is trying to say. Like when you know an article is useful but you can’t figure it all out, that’s the mind-blowing part. It’s like, it’s really…it makes you question how smart you are, and then you get discouraged. I’m not kidding, that’s exactly what happens.”
  17. 17. Making the Affective Actionable Start with cognitive outcome Align with emotional outcome Design holistic learning experience Adjust course assignments accordingly
  18. 18. Example “This might be a little too analytical for my purposes. I don’t know that I would understand this one well enough to put it in my paper.”
  19. 19. Model Selecting sources --Identifying --Deconstructing --Reading --Use of Known Tools --Collaboration --Space for Failure Start with cognitive outcome Align with emotional outcome Design holistic learning experience Adjust course assignments accordingly Confidence (Lack of) Application
  20. 20. Students work together to “decode an article” with a dictionary or wikipedia in order to break it down into understandable parts and to define new concepts. Instead of making the evaluative choice at the point of searching, students built their “decoding” into a process, which was not based on snap judgements, but rather through collaborative reading, learning, and understanding. How it Plays Out: Timing, Space, & Context
  21. 21. Inspiration | Inquiry | Identity If we don’t honor the importance of values and emotions, neither will our students. Professional Guideposts
  22. 22. Assessment Cognitive Domain Affective Domain Library Impact Institutional Context
  23. 23. Stakes = High “Well…I would start from the top, like click on a few, and then if none of them matched then, a big ol’ X right here [draws], it’s like back to the drawing board because obviously you’re not putting in the right thing… Did I not check a few boxes? Or did I….am I not searching in the right place? Stuff that that. If the first few were not right, then it was just like, nope, go back. So you modify your search like a jillion times, just to finally find a source that you like.”
  24. 24. Thank you! Questions? Mike Courtney Indiana University @liboutreach Carrie Donovan Ferris State University @carriedonovan
  25. 25. Image credits Adapted from “Emotions in the classroom” © 2014 PassageWorks Institute http://passageworks.org/working-strong-emotions-classroom Mike Courtney Indiana University @liboutreach Carrie Donovan Ferris State University @carriedonovan

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