The Effects of Two Methods of Course-Related Library Instruction on Undergraduates' Library Skills and Attitudes.
Fuente:
ERIC Institute of Education Sciences
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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
1981
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| Materias: | |
| Acceso en línea: | |
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| _version_ | 1867180514175090688 |
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| author | Meehan-Black, Elizabeth C. And Others |
| author_facet | Meehan-Black, Elizabeth C. And Others Meehan-Black, Elizabeth C. And Others |
| collection | Education Resources Information Center |
| contents | The Effects of Two Methods of Course-Related Library Instruction on Undergraduates' Library Skills and Attitudes. Meehan-Black, Elizabeth C. And Others Attitude Measures College Libraries Higher Education Instructional Materials Intermode Differences Library Instruction Library Skills Student Attitudes Surveys Teaching Methods Undergraduate Students The effectiveness of an experientially designed library instruction presentation was compared to a lecture format by assessing the library skills and attitudes toward libraries and librarians of 50 freshman and sophomore students enrolled in educational psychology and human development courses before and after instruction. One group of undergraduates received an experiential/workbook lesson, another received a lecture, and a control group received no instruction. Instruments developed for this study were a library skills test and an attitude survey composed of five factors: correct use of the library, interest in scholarly work, receptiveness to library instruction/future usefulness, attitudes toward librarians, and comfortable use of the library. Results indicated that the experiential format was more effective in producing an increase in library skills scores at the second measurement (after instruction) than the lecture method. But both of the groups receiving instruction produced higher library skills test scores at the third measurement (end of term) than the no-instruction control group. A significant relationship was also found between initial attitudes toward librarians and later library skills as well as between initial skills and later attitudes toward librarians. (Author/DMC) |
| format | Recurso educativo Open Access |
| id | eric_ED246918 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1981 |
| record_format | eric |
| spellingShingle | The Effects of Two Methods of Course-Related Library Instruction on Undergraduates' Library Skills and Attitudes. Meehan-Black, Elizabeth C. And Others Attitude Measures College Libraries Higher Education Instructional Materials Intermode Differences Library Instruction Library Skills Student Attitudes Surveys Teaching Methods Undergraduate Students The Effects of Two Methods of Course-Related Library Instruction on Undergraduates' Library Skills and Attitudes. Meehan-Black, Elizabeth C. And Others Attitude Measures College Libraries Higher Education Instructional Materials Intermode Differences Library Instruction Library Skills Student Attitudes Surveys Teaching Methods Undergraduate Students The effectiveness of an experientially designed library instruction presentation was compared to a lecture format by assessing the library skills and attitudes toward libraries and librarians of 50 freshman and sophomore students enrolled in educational psychology and human development courses before and after instruction. One group of undergraduates received an experiential/workbook lesson, another received a lecture, and a control group received no instruction. Instruments developed for this study were a library skills test and an attitude survey composed of five factors: correct use of the library, interest in scholarly work, receptiveness to library instruction/future usefulness, attitudes toward librarians, and comfortable use of the library. Results indicated that the experiential format was more effective in producing an increase in library skills scores at the second measurement (after instruction) than the lecture method. But both of the groups receiving instruction produced higher library skills test scores at the third measurement (end of term) than the no-instruction control group. A significant relationship was also found between initial attitudes toward librarians and later library skills as well as between initial skills and later attitudes toward librarians. (Author/DMC) |
| title | The Effects of Two Methods of Course-Related Library Instruction on Undergraduates' Library Skills and Attitudes. |
| topic | Attitude Measures College Libraries Higher Education Instructional Materials Intermode Differences Library Instruction Library Skills Student Attitudes Surveys Teaching Methods Undergraduate Students |
| url | https://eric.ed.gov/?id=ED246918 |