Affective Change: Integrating Pre-Sessions in the Students’ Classroom Prior to Library Instruction

Welcome:
Guest

Reference Services Review

ISSN: 0090-7324

Online from: 1973

Subject Area: Library and Information Studies

Content: Latest Issue | Latest Issue RSS | Previous Issues

Options: To add Favourites and Table of Contents Alerts please take a Emerald profile

Document Information:
Title:	Affective Change: Integrating Pre-Sessions in the Students’ Classroom Prior to Library Instruction
Author(s):	Dale J. Vidmar, (Assistant professor and electronic resources and instruction coordinator/education and communication librarian, Southern Oregon University Library, Ashland, Oregon .)
Citation:	Dale J. Vidmar, (1998) "Affective Change: Integrating Pre-Sessions in the Students’ Classroom Prior to Library Instruction", Reference Services Review, Vol. 26 Iss: 3/4, pp.75 - 95
Keywords:	Information technology, Libraries, Motivation, Students
Article type:	Research paper
DOI:	10.1108/00907329810307777 (Permanent URL)
Publisher:	MCB UP Ltd
Abstract:	The study described in this article attempted to determine what effect a 10- to 20-minute pre-session given in the students’ classroom prior to a regularly scheduled library instruction session in the library had upon the affective experience of freshman composition students. Students in six paired classes were given pretest 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 toward librarians; and 4) perceived effectiveness of library instruction. According to Vidmar, the results of the study demonstrated that students felt better about the library, the librarians, and the research in general when exposed to a pre-session.