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| Autore principale: | |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
1996
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=ED413901 |
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Sommario:
- Library Instruction: Affecting Change in the Classroom. Vidmar, Dale J. Affective Measures Higher Education Librarians Library Instruction Program Effectiveness Questionnaires Student Attitudes Student Surveys Use Studies The purpose of this study was to investigate what effect a pre-session given prior to a typical library instruction class had upon the affective experience of freshman composition students. Students in six paired classes were given pre-test and post-test questionnaires to determine if there was a difference in scores in four areas measured by the study: (1) Library Use and Intended Use; (2) Feelings about the Library; (3) Attitudes towards Librarians; and (4) Perceived Effectiveness of Library Instruction. Each set of paired classes were comprised of a control group that did not receive a pre-session and an experimental group given a pre-session. Both the control group and the experimental groups were paired with the same instructor and the same librarian for each set of classes. Pre-test and post-test questionnaires were given to both groups as the instrument to measure the effects of the pre-session. Each questionnaire used nine questions designed with the semantic differential to measure student responses. Findings suggest that pre-sessions improve the affective experience students have in the library; overall, pre-session students showed significantly more positive attitudes towards the library, the librarian, and the library instruction class than the students who only had a single instructional session. The pre- and post-test questionnaires are appended. (Contains 43 references.) (Author/AEF)