Library Faculty Publications
Document Type
Article
Keywords
information literacy instruction, critical thinking, service-learning, family services, problem-solving
Journal/Book/Conference Title
Communication in Information Literacy
Volume
14
Issue
2
First Page
182
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
Department
Rod Library
Original Publication Date
2020
DOI of published version
10.15760/comminfolit.2020.14.2.3
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Copyright
©2020 Heather R. Kennedy and Anne Marie H. Gruber
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Language
en
File Format
application/pdf
Recommended Citation
Kennedy, Heather R. and Gruber, Anne Marie H., "Critical Thinking in a Service-Learning Course: Impacts of Information Literacy Instruction" (2020). Library Faculty Publications. 17.
https://scholarworks.uni.edu/lib_facpub/17
Comments
First published in Communications in Information Literacy, v. 14 n.2 (2020), pp. 182-226, published by Portland State University. DOI: 10.15760/comminfolit.2020.14.2.3