{"title":"Moving beyond anxiety","authors":"Katie Blocksidge, Hanna Primeau","doi":"10.11645/18.1.33","DOIUrl":null,"url":null,"abstract":"Information Professionals are avid users of data points to inform their practices, but have we flattened the data to such an extent that we have lost the emotional side of research that students experience? In this article, we will discuss our findings regarding student emotions and information beliefs and share ways in which this data can give depth to our practices. In this qualitative study, we used twenty interviews conducted in 2019 to uncover student information beliefs. Through exploratory data analysis we discovered students expressing a variety of emotions beyond anxiety, not all of which were negative.\nIt is only when we examine student perceptions that we reveal the emotionally fraught process of research. Recommendations based on our findings fall into three categories: encouraging information professionals to find paths to removing access barriers, find ways to move into faculty development, and acknowledging the aspects of research that can make it hard but rewarding for students. Our findings and recommendations focus on how to establish practices that allow students to use their persistence in ways that enhance their learning rather than using cognitive energy on the intricacies of a library specific task.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Information Literacy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11645/18.1.33","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Information Professionals are avid users of data points to inform their practices, but have we flattened the data to such an extent that we have lost the emotional side of research that students experience? In this article, we will discuss our findings regarding student emotions and information beliefs and share ways in which this data can give depth to our practices. In this qualitative study, we used twenty interviews conducted in 2019 to uncover student information beliefs. Through exploratory data analysis we discovered students expressing a variety of emotions beyond anxiety, not all of which were negative.
It is only when we examine student perceptions that we reveal the emotionally fraught process of research. Recommendations based on our findings fall into three categories: encouraging information professionals to find paths to removing access barriers, find ways to move into faculty development, and acknowledging the aspects of research that can make it hard but rewarding for students. Our findings and recommendations focus on how to establish practices that allow students to use their persistence in ways that enhance their learning rather than using cognitive energy on the intricacies of a library specific task.
期刊介绍:
JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.