Embedding Affective Learning Outcomes in Library Instruction

While information literacy in higher education has long been focused on cognitive learning outcomes, attention must be paid to students\u27 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\u27 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 recent survey of instruction librarians\u27 familiarity and inclusion of affective learning outcomes within teaching and learning initiatives