Rod 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

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

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

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Language

en

File Format

application/pdf

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