Faculty Publications

Title

Critical thinking in a service-learning course: Impacts of information literacy instruction

Document Type

Article

Keywords

Critical thinking, Family services, Information literacy instruction, Problem-solving, Service-learning

Journal/Book/Conference Title

Communications in Information Literacy

Volume

14

Issue

2

First Page

205

Last Page

226

Abstract

It is well demonstrated that service-learning positively impacts a variety of student outcomes. However, methodological limitations have contributed to a lack of clear understanding of the mechanisms through which these effects occur. Additionally, little research has connected information literacy instruction explicitly with outcomes in service-learning courses. The present study used a pre-/post-test design to investigate cognitive outcomes, including critical thinking, using the Problem-Solving Analysis Protocol (P-SAP). Fifty-nine students from an undergraduate family services course participated. Results highlight the importance of library instruction to students’ critical thinking skills and suggest implications for collaborations between discipline faculty and library faculty in service-learning courses.

Department

School of Applied Human Sciences

Original Publication Date

1-1-2020

DOI of published version

10.15760/comminfolit.2020.14.2.3

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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