Affective UX: Challenges in UX involving affective computing
Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic...
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![Page 1: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/1.jpg)
Set ‘em Up for Success:Set ‘em Up for Success:An Affective ApproachAn Affective Approach to Library Instruction to Library Instruction
Dale Vidmar
Electronic Resources Coordinator/
Education and Communications Librarian
http://www.sou.edu/library/dale/setemup
![Page 2: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/2.jpg)
Set ‘em Up for SuccessSet ‘em Up for Successwill present:will present:
• The results of a study into the effectiveness of offering a pre-session in the classroom of
students prior to library instruction• Observations of librarians going into
classrooms outside the library at Southern Oregon University
• Overall conclusions of the research and beyond
![Page 3: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/3.jpg)
What is the Affective Realm?What is the Affective Realm?
• The area of human experience that deals with feelings, attitudes, perceptions, intentions, and emotions.
• Applies to the feeling-response or general reaction to an object or idea.
• How individuals perceive their social environment and how they interact within it.
![Page 4: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/4.jpg)
Typical Attitudes and Feelings Typical Attitudes and Feelings Associated with the LibraryAssociated with the Library
• Anxiety• Fear• Uncertainty• Frustration• Inadequacy• Helplessness
![Page 5: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/5.jpg)
Typical Feelings Associated Typical Feelings Associated with the Librarywith the Library
• Anxiety• Fear• Uncertainty• Frustration• Inadequacy• Helplessness
![Page 6: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/6.jpg)
An Affective ApproachAn Affective Approach to Library Instruction to Library Instruction
What effect if any would a ten to twenty minute pre-session given in the classroom prior to instruction
in the library have upon individuals in comparison with
those who only had an instruction session in the library?
![Page 7: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/7.jpg)
Hypothesis of the StudyHypothesis of the Study
A pre-session offered to individuals in their classroom prior to instruction
in the library will have a positive effect upon the attitudes, feelings,
intentions, and perceptions in conjunction with the library,
librarians, library use and research, and library instruction sessions.
![Page 8: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/8.jpg)
The Pre-sessionThe Pre-session• Ten to twenty-minute session• Involves the librarian going outside the
library and into the classroom • Prepare handout outlining objectives• Take needs assessment--librarian attempts
to learn something about the class prior to the instruction session
• Offer assistance to individuals who may lack needed skills
![Page 9: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/9.jpg)
Goals of the Pre-sessionGoals of the Pre-session• Introduce librarian and establish rapport• Outline objectives of library instruction--
preferably with a handout• Arouse curiosity and interest• Take needs assessment and use assessment
to prepare and customize instruction• Set-up and prepare individuals for class in
the library• Try to reduce anxiety and resistance
![Page 10: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/10.jpg)
4 Levels of the Affective 4 Levels of the Affective Realm Measured by the StudyRealm Measured by the Study
• Feelings - How Individuals Feel about the Library, about the Importance of Doing Research, and about their Library Skills
• Attitudes - How Approachable are Librarians and Do Individuals Consult Them if Necessary.
• Intentions - Current Library Use vs. Intended Use After Instruction.
• Perceptions - How Useful is Library Instruction and How Well Does it Attend to Personal Needs.
![Page 11: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/11.jpg)
Research Methodology:Research Methodology:The Grouping of StudentsThe Grouping of Students
• Study compared pre-test/post-test scores of 125 students in 6 freshman composition classes
• 6 classes were paired into 3 sets, each pair having the same instructor and same librarian
• 3 classes in the Control (no pre-session) group and 3 in the Experimental (pre-session) group.
![Page 12: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/12.jpg)
Research Methodology:Research Methodology:Pre-Tests/Post-TestsPre-Tests/Post-Tests
• Compared the Pre-test/Post-Test Scores of the Pre-session (Experimental) Group and the No Pre-session (Control) Group.
• Pre-tests were administered two days prior to either the pre-session or the instruction session in the library.
• Post-tests were administered two days after instruction session in the library.
• Tests were one page questionnaires that asked 9 questions, scored using the semantic differential scale.
![Page 13: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/13.jpg)
Research Methodology:Research Methodology:Analysis of ResultsAnalysis of Results
• Reported as the difference between mean scores of the Pre-session (Experimental) Group and the No Pre-session (Control) Group.
• Raw scores based on a 1 to 7 scale. A low raw score 1 indicated a negative response. A high raw score 7 indicated a positive response.
• Presumably, students in both groups would score higher on post-tests as a result of the library instruction class.
![Page 14: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/14.jpg)
The Semantic DifferentialThe Semantic DifferentialFinding information in the library is
easy |_____|_____|_____|_____|_____|_____|_____| difficult (polarizing term X) (7) (6) (5) (4) (3) (2) (1) (polarizing term Y)
The numbered scale positions are defined as:
(7) extremely X
(6) quite X
(5) slightly X
(4) neither X nor Y; or equally X and Y
(3) slightly Y
(2) quite Y
(1) extremely Y
![Page 15: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/15.jpg)
How Individuals Feel in the LibraryHow Individuals Feel in the Library(relaxed - 7)(relaxed - 7) (tense - 1)(tense - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.57 5.21
Difference of Mean Scores.64
Probability
.0261*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.27 5.13
Difference of Mean Scores-.14
Probability
.5853
![Page 16: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/16.jpg)
How Individuals Feel About HavingHow Individuals Feel About Having the Ability to Do Research the Ability to Do Research(essential - 7)(essential - 7) (not important at all - (not important at all -
1)1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
5.31 6.09
Difference of Mean Scores.78
Probability
.0032*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.38 5.91
Difference of Mean Scores.53
Probability
.0387*
![Page 17: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/17.jpg)
How Individuals Believe their ResearchHow Individuals Believe their Research Skills Compares With That of Others Skills Compares With That of Others
(stronger - 7)(stronger - 7) (weaker - 1) (weaker - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.31 4.72
Difference of Mean Scores.41
Probability
.1417
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.47 4.83
Difference of Mean Scores.36
Probability
.1605
![Page 18: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/18.jpg)
How Approachable are LibrariansHow Approachable are Librarians (approachable - 7) (approachable - 7) (unapproachable - 1)(unapproachable - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
5.68 5.86
Difference of Mean Scores.18
Probability
.4515
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.52 5.57
Difference of Mean Scores.05
Probability
.8244
![Page 19: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/19.jpg)
How Often Do Individuals ConsultHow Often Do Individuals Consult Librarians When Having Difficulties Librarians When Having Difficulties
(always - 7) (always - 7) (never - 1) (never - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
5.08 6.04
Difference of Mean Scores.96
Probability
.0012*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.83 5.56
Difference of Mean Scores.73
Probability
.0324*
![Page 20: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/20.jpg)
How Often Do Individuals Intend toHow Often Do Individuals Intend to Use the Library After Library Instruction Use the Library After Library Instruction
(often - 7) (often - 7) (rarely - 1) (rarely - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.66 5.72
Difference of Mean Scores1.06
Probability
.0010*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.57 5.54
Difference of Mean Scores.97
Probability
.0016*
![Page 21: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/21.jpg)
What Do Individuals Think About Using What Do Individuals Think About Using the Library to Find Informationthe Library to Find Information
(easy - 7) (easy - 7) (difficult - 1) (difficult - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.38 5.07
Difference of Mean Scores.68
Probability
.0139*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
4.75 4.96
Difference of Mean Scores.21
Probability
.4464
![Page 22: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/22.jpg)
How Well Did the Library InstructionHow Well Did the Library Instruction Session Attend to my Personal Needs Session Attend to my Personal Needs
(completely - 7) (completely - 7) (not at all - 1) (not at all - 1)
*Indicates a significant difference at or below the .05 level*Indicates a significant difference at or below the .05 level
Pre-session Group
Pre-test Post-testMean Score Mean
Score
4.49 5.61
Difference of Mean Scores1.12
Probability
.0001*
No Pre-session Group
Pre-test Post-testMean Score Mean Score
5.30 5.50
Difference of Mean Scores.20
Probability
.4599
![Page 23: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/23.jpg)
Comparison of the Difference of the Comparison of the Difference of the Total of All Mean Scores Total of All Mean Scores
Pre-session Group No Pre-session Group
Pre-test Post-test Pre-test Post-testMean Score Mean Score Mean Score Mean Score
4.80 5.51 4.97 5.33
Difference of Mean Scores Difference of Mean Scores.71 .36
Probability
.0461**Indicates a significant difference at or below the .05 level
![Page 24: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/24.jpg)
Conclusions of the StudyConclusions of the Study• Findings of the study suggest that pre-sessions
improve the affective experience students have when using the library--more positive attitude, enhanced confidence, and an intent to use the library
• Comparison of pre-test and post-test scores indicated students generally felt better about the library, librarians, and research
• Pre-sessions may help individuals overcome initial feelings of inadequacy, anxiety, and tension
• Although more study may be needed, the integration of pre-sessions into library instruction merits serious consideration in attending to the needs of individuals
![Page 25: Set ‘em Up for Success: An Affective Approach to Library Instruction Dale Vidmar Electronic Resources Coordinator/ Education and Communications Librarian.](https://reader035.fdocuments.us/reader035/viewer/2022062422/56649eb35503460f94bba360/html5/thumbnails/25.jpg)
Set ‘em Up for Success:Set ‘em Up for Success:An Affective ApproachAn Affective Approach to Library Instruction to Library Instruction
Dale Vidmar
Electronic Resources Coordinator/
Education and Communications Librarian
http://www.sou.edu/library/dale/setemup