Celita DeArmond

1

• Celita DeArmond
• San Antonio College
• Angela Dunnington
• Southeastern Louisiana University

2
Think, Pair, Share

• Do most students have negative or positive
  emotional associations with research? Give real
  life examples.
• Do these feelings affect your ability to teach
  and the students ability to learn? If yes, how?
• Use blank notecards on tables

3
Learning Emotion

• A little background info
• Emotion and memory triangle
• Emotion is natural!
• Kuhlthau - Information Search Process
• Designing emotionally sound instruction
• Astleitner - FEASP approach
• How can we address emotion in learning?
• Examples 1-shot v. 8-week credit course

4
A little background info

• Emotion and memory triangle
• 3 principle ways that emotion can influence
  memory
• Emotional content of memory
• Emotional state at encoding
• Emotional state at retrieval
• Mood congruent/incongruent, mood dependent
• Parrott, W. Gerrod and Matthew P. Spackman.
  Emotion and Memory. Handbook of Emotions, 2nd
  ed. Ed. Michael Lewis and Jeannette M.
  Haviland-Jones. Guilford Press NY, 2000

5
Emotion and memory triangle
Emotional Content of Memory
Mood-Congruent and Mood-Incongruent Recall
Mood-Congruent and Mood-Incongruent Learning
Mood-Dependent Recall
Emotional State at Encoding
Emotional State at Retrieval
6
Kuhlthau

• 1989 study of the information search process of
  high-, middle-, and low-achieving high school
  seniors
• Observed students doing research
• Research is really 3 distinct processes
• Cognitive
• Physical
• Emotional (affective)
• Kuhlthau, Carol. The Information Search Process
  (ISP) A Search for Meaning Rather than Answers lt
  http//www.scils.rutgers.edu/kuhlthau/Search20Pr
  ocess.htm gt

7
Kuhlthau - Model of the Information Search Process
8
Asleitner

• Influencing emotions with specific instructional
  strategies
• Addressing negatives, creating positives
• Primary emotions
• Fear reduction
• Envy reduction
• Anger reduction
• Sympathy increase
• Pleasure increase
• Asleitner, Hermann. Designing emotionally sound
  instruction an empirical validation of the
  FEASP-Approach. Journal of Instructional
  Psychology, vol. 28, no. 4, pp. 209-219, 2000.

9
General instructional strategiesof the
FEASP-approach
10
1-shot the Big Easy

• At beginning of library class ask
• How many of you LOVE to do research?
• Follow up with Why not?
• Tell students that while their feelings are both
  natural and expected, that librarians can help
  reduce their frustrations, fears, etc.

11
1-shot Notecards

• 5 min. visit before library class with blank
  notecards
• On one side students list what their previous
  library experiences have been on the other side
  students list their fears, concerns, questions
• Compile fears, concerns, questions and share with
  students (and the instructor!) at beginning of
  library class

12
(No Transcript)
13
1-shot Comfort Levels

• 5 min. visit before library class with comfort
  level surveys
• Measures comfort levels with 5 steps of the
  research process
• Post-surveys done immediately after library class
• End of semester post-survey done after students
  complete project

14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
8-week Confidence Levels

• Pre-survey given at beginning of 8 weeks
• Measures confidence levels with 5 steps of the
  research process
• Post-survey given at end of 8 weeks

19
(No Transcript)
20
(No Transcript)
21
8-week Case study / getting over the
psychological hump exercise

• Case study of a student doing research (mood
  congruent)
• Psychological hump questions for students
• What fears, concerns, or frustrations do you have
  about the library, research, or the research
  process?
• What are the different kind of processes we
  experience during research?
• Where do librarians fit into the process?

22
Fears, concerns - 1
23
Fears, concerns - 2
24
Fears, concerns - 3
25
Fears, concerns - 4
26
8-week Reflection Journals

• Reflection Journals (20 points)
• Throughout the course you will be asked to
  reflect or discuss in writing on your experiences
  you have in this course as well as other
  experiences connected with this course. 
  Reflecting on one's performances and knowledge
  base as well as sharing them with others is
  critical to professional growth.
• Requirements
• You will be required to reflect on a variety of
  topics covered in four different class sessions. 
  These reflections will require you to think as
  deeply as you can about your own personal
  feelings about what you are learning.  Each
  journal entry must be word processed on four
  separate sheets of paper and include name,
  section number, and the class session or topic
  your are reflecting on.

27

• Please use some of the questions below in
  preparing your journal entries.
• The most interesting thing I found as a result of
  this activity is...
• As a result of today's activity, I have changed
  my mind about...
• This is how today's activity fits into my
  research plans...
• I think I used (this resource) very well...
• I would like to learn more about...
• I feel I need practice with the library catalog,
  indexes and databases, etc...
• This is not working well for me...
• This is what I accomplished in the library
  today...
• One concept I feel I'll remember most from this
  activity is...
• The next step in my research is...
• How did you find this information?  Describe the
  research process.
• How are you selecting the materials you find? 
  Describe what search tool you are using.
• What have been the most frustrating parts of this
  class?  (Research process, computer use, creating
  search strategies, etc.)

28
DesireeLS 102 Student

• Reflections...Library Tour
• The most interesting thing that I found as a
  result of this activity is that a person has to
  ask the librarian for help when help is needed.
  If you do not ask for help, you will become angry
  and you will also prolong your research.
• One concept I feel I will remember most from
  this activity is to look carefully for
  information when researching, and do not rush.

29
LillianLS 102 Student

• Reflections...Reference Works
• This lesson taught me the different types of
  reference works available at the library and what
  information I can find in each one of them.
  Before this lesson I didn't know much about the
  reference room and all the materials that were
  available there. The reference works provide
  broad and background information on a research
  topic. This can be very helpful for someone who
  is not very familiar with a particular topic
  because they can help to give a broad idea of a
  subject.

30
BradleyLS 102 student

• Reflections...Library Tour
• I was always a little intimidated by the big,
  gray building. After receiving necessary
  information about the library, my fears subsided,
  as did the size of the building. I can now view
  the library as an exciting and valuable tool. One
  of the areas I found most interesting was the
  reference room. I guess a person could be
  overwhelmed by the amount of information
  available, but instead I was excited to find all
  this work laid out for discovery.

31
Jill, LS 102 student
32
Jill, LS 102 Student

• Reflections...Search Strategies
• This activity helped me a lot also. It involved
  starting with a research question, then figuring
  out what broad subject areas the topic involved.
  After I figured out what broad subject area the
  question involved, I decided on the primary
  subject and what aspects I wanted to highlight in
  doing this research. This process was a little
  difficult for me to pick out these particular
  things, but it helped me immensely in the long
  run.
• The most interesting thing that I found as a
  result of this activity was that I have been
  searching databases incorrectly for several
  years. I realize now the correct way to search
  for resources on a particular topic and that I
  probably would not have been so frustrated in
  doing research in the past if I had known how to
  create a search strategy.

33
Your own reflections

• Use the questions below to help you reflect on
  our presentation Light the Fire Using
  Experience and Emotion to Ignite Student
  Learning
• The most interesting thing I found as a result of
  this presentation is...
• As a result of today's presentation, I have
  changed my mind about...
• I would like to learn more about...
• One concept I feel I'll remember most from this
  presentation is...

34
In closing

• Empowering others is at the heart of great
  teaching. It requires the ability to inspire and
  engage, mentor and collaborate. Without
  self-awareness, and particularly emotional
  awareness, we are unable to be attentive to our
  own feelings and, therefore, have little chance
  of understanding and empowering the feelings and
  motivations of others.
• Shelton, Claudia Marshall. Emotional Awareness
  Fundamental to Effective Teaching. Independent
  School. Vol. 62, no. 3, pp. 62-4, 66-71, Spring
  2003.

35
Questions?

• Powerpoint slideshow, bibliography, and other
  materials available _at_
• http//www.accd.edu/sac/lrc/librns/celita/loex2003
  .htm