Critical thinking in a service-learning course: Impacts of information literacy instruction
Critical thinking, Family services, Information literacy instruction, Problem-solving, Service-learning
Communications in Information Literacy
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.
School of Applied Human Sciences
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Kennedy, Heather R. and Gruber, Anne Marie H., "Critical thinking in a service-learning course: Impacts of information literacy instruction" (2020). Faculty Publications. 376.