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Emotional intelligence and information literacy: How cognitive biases interferes with motivation and skill development - Macklin

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Presented at LILAC 2018

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Emotional intelligence and information literacy: How cognitive biases interferes with motivation and skill development - Macklin

  1. 1. Emotional intelligence and information literacy: How cognitive bias interferes with motivation and skill development Alexis Smith Macklin, PhD Dean of the Library Purdue University, Fort Wayne macklina@ipfw.edu
  2. 2. • Past experiences and prior knowledge • Personal beliefs and opinions • Motivation to learn more Things that interfere with information literacy skill development . . . And why is this important . . .
  3. 3. • Triggers an emotional response • Plays into pre-existing beliefs • Allows us to jump to conclusions
  4. 4. • Conservative Christian families • First-generation • Average SAT – 1445 • Requires financial aid • Works full-time • White • About ½ male/female • Slightly older than traditional aged Who are our students?
  5. 5. Modes of thinking: Fast – automatic, emotional Slow – systematic, rational
  6. 6. • Poor memory • Availability of information • Anchoring effect • Belief bias Cognitive Biases:
  7. 7. All Clinton supporters are nasty women . . .
  8. 8. Heuristic-Systematic Model • Need to know • Need to be right The fastest/easiest way to
  9. 9. Behaviourism – Stimulus and response Cognitive Learning – Memory and cognition Constructivism – Experience and knowledge
  10. 10. Instructional Design • Introduce stimuli • Present controversial information • Examine thought process • Evaluate experienceMayer and Salovey (1997)
  11. 11. • Understand• Manage • Use• Perceive Introduce some stimuli to evoke emotion Use emotional response to examine bias and gather new information Examine thought process for evaluating new information Incorporate new understandings into knowledge base
  12. 12. 4 activities in sequence: Stimuli = image Controversy = debate Thought = journaling Benchmark = survey
  13. 13. Below average = 64% Lowest scores = searching, selecting, retrieving information Highest score = understand others Lowest score = problem-solving
  14. 14. • Availability heuristics • Belief bias
  15. 15. What were you thinking . . . ??? • Accepted arguments at face value if they aligned with values/beliefs • Dismissed information that was ambiguous or had no personal relevance to them • Remained inflexible after making a judgement
  16. 16. Money was not an incentive: • Inconsistent follow through • Low response rate on SAILS • Missed deadlines Intrinsic motivation worked: • Interest in the topic • Need to be right • Feedback
  17. 17. 0 2 4 6 8 10 12 14 Uninterested Somewhat Interested Interested Misperceptions continued Cogntive biases addressed Assimilated new information Motivation (andwhyitmatters)
  18. 18. • Reflection = better judgement (moved from perceptual to evaluative) • Awareness = improved understanding of biases in evaluation process • Motivation = increased knowledge base EI for IL Instructional Design
  19. 19. Thank you for your interest in this topic! Thoughts or questions? Want more information? Connect with me: alexius@purdue.edu asmacklin@gmail.com

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