Embedding affective learning outcomes in library instruction

Ellysa Stern Cahoy, Robert Schroeder

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


While information literacy in higher education has long been focused on cognitive learning out-comes, attention must be paid to students' affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students' self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a re-cent survey of instruction librarians' familiarity and inclusion of affective learning outcomes within teaching and learning initiatives.

Original languageEnglish (US)
Pages (from-to)73-90
Number of pages18
JournalCommunications in Information Literacy
Issue number1
StatePublished - 2012

All Science Journal Classification (ASJC) codes

  • Education
  • Library and Information Sciences


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