Lowering students' anxiety during information skills training with active learning - Aurelie Gandour
1. Teaching electronic resources to
students with computer anxiety
Aurelie Gandour
Tavistock and
Portman NHS
Foundation Trust
2. Meet Jane…
Jane is a typical (imaginary) student from theTavistock and Portman. She’s 40, a psychologist,
and back at theTavi for a part-time course. Jane doesn’t like computers too much…
She can doWord and email, but if asked to use software outside her comfort zone, she feels…
uncomfortable. She would rather avoid using it than ask for help. She thinks she’s no good at it
anyway, so when she tries, fails, and doesn’t ask for help, it only strengthens her negative
belief.
3. Jane suffers from computer anxiety.
Computer anxiety exists in various degrees throughout the population, ranging from being
mildly uncomfortable in a specific situation to total panic.
You’ve probably met people like Jane in your library too!
4. The catch is, computer anxiety has been linked to library anxiety. It prevents students from
using many of the library’s electronic resources.And their negative thoughts (“I’m stupid,
everybody knows this…”) will prevent them to ask for help. It’s a real problem during
information skills sessions.Those students just nod along but don’t engage with the tool.
5. Let’s break
the cycle!
I’m going to show you my attempts at breaking this negative cycle…
Note that we can’t « cure » the students’ anxiety (you would need some behavioural therapy).
We’re just trying to lessen the symptoms or make the anxiety more manageable within the
context of the specific resources we teach.
6. To do so, I’m going to mix through this presentation general advice found in the literature with
active learning activities. I’ve tested those on my students and found it helped.
Active learning means being involved in the learning process rather than passively listening to
the teacher. It can involve simple activities, more complex games, and working in groups.
7. A positive
learning
environment
The most important part, in my opinion, is to create a positive learning environment, and for
the teacher to have a positive attitude.
It’s great if you can ask one of your colleagues to come and help but… they need empathy.
8. A positive
learning
environment
“Workshops absolutely can not and should not be staffed by people who insensitiviely think
that those who lack basic computer knowledge are unintelligent or have learning disabilities,
which will only worsen the users’ apprehension.” (Sivakumaran and Lux, 2011)
9. Encouraging
questions
The goal is to foster an environment that feels safe enough for the students to be able to ask
their questions without feeling stupid.There are no stupid questions, only questions easy to
answer! Remind them often that you want them to ask. And then… actually answer them. And
be kind while doing so.
10. Now we’re going to talk about several activities that can happen away from the computer.
It’s great to focus on the principleswithout the stress of the tool.
I always try to have at least 1 computer-less activity in my sessions (but often end up with
more).
11. Mapping out the resources
Some students find it very reassuring to be able to make some sense out of the forest of
resources proposed by the library.
Mapping those resources out can be a great thing to do during an induction session.
12. Mapping out the resources
For this poster activity, I give each little group a pack of information printed off the library’s
website and ask them to map them out on a poster. Each group can have different resources.
Then we go around and I correct anything that’s not completely right.
13. Purpose and benefits
Laying out the purpose and benefits from a tool at the beginning of a session can be a great
way to get students on board. Examples:
* Discovery will search everything at once so you don’t have to learn to use every tool.
* Short EndNote demonstration where I just make a bibliography appear out of nowhere….
14. The mechanisms behind
Then we can start having a look at the mechanisms behind the tool before having to put them
in application.
Examples: how a thesaurus work, what’s an in-text citation, creating search equations…
15. The mechanisms behind
This is a simple colouring exercise that helps you check, in about 30 seconds, if the students
have understood how Boolean operators work.
16. The mechanisms behind
In blue you can see actual results that can be found in a database. Above them is a search
equation. Which results will you find if you use this equation?
Great to check both on Boolean operators AND the importance of choosing good keywords.
17. The mechanisms behind
Students are given a card with a slightly complex topic + puzzle tiles (field codes, Booleans,
brackets, and keywords tiles).They’re asked to create simple, then more complex equations.
This is best suited for more advanced groups.
18. Dipping their toes…
At some point, you have to go back to the computer… But you want your anxious students to
get there gradually, and to experience a first success so that they can gain confidence.
19. Dipping their toes…
Still on paper, this a screencap from a real search done with the tool we’re studying.The search
returned no results.The students (in pairs) are asked: why is this a bad search? How could you
make it better?
This ensures that they will know what to do if getting no results and won’t get discouraged…
20. Dipping their toes…
Before they start on the tool on their own, I give the students worksheets going step-by-step
through everything we’ve seen before. It’s important to go around and answer all their
questions.The students can also write their process down and give the worksheet back at the
end of class for further comments.
21. Reflecting on
what was learned…
At the end of the session, I always have at least one reflecting activity.
22. Reflecting on
what was learned…
After a session on the literature search, I love doing this “chimera” activity.
I give each group some animal cards with a « search behaviour » (the panda relies on only one
source of information, the spider only goes on the web…) + a template.
23. Reflecting on
what was learned…
And the students are asked to use scissors and glue to create a chimera that would have the
best “search behaviour” possible. It helps them think through the way they search and how
they could change for the better. So far, it’s always been a success!
24. Reflecting on
what was learned…
More traditionally, you can ask the following questions:
- What was the most important thing you learned today?
- What do you want to keep in mind while applying what we’ve learned?
- Tell me about one problem you’re still worrying about.
25. Reflecting on
what was learned…
If your session ties in with a specific assignment the students have to complete, you can ask
them to come up with a plan for what they’re going to do to finish their assignment.
This can include: specific steps; the tools or techniques they will use; deadlines for each step.
26. Reflecting on
what was learned…
Same thing but a tad more simple: just ask the students to come up with 3 to 5 ways they are
going to apply what they’ve learnt + deadlines for each of them.
I get those forms back and send them back to the students a few weeks later with more help.
That’s great to keep up with them and they often come back to me with more questions.
27. Reflecting on
what was learned…
Finally, this is the best way I’ve found to get quick feedback (only takes 1 minute). Ask for:
- One thing you liked about the session;
- One thing you disliked;
- One thing you would like to know more about.
28. Providing
support and help
Once the session is over, you need to keep providing support and help… but most importantly
you need to make sure that the students know it’s there and how to access it!
If they are computer anxious, online help might not be the way to go.
29. Providing
support and help
During the session I always give printed handouts with step-by-step screencaps showing
everything they need to do to repeat the content of the session.
I’ve had great feedback on them!
30. Providing
support and help
The one exception to the “nothing online” rule: videos. I make little videos going over the
content of the session, or demonstrating the tools again.
It’s best to send students a direct link – they probably won’t look them up on theVLE.
31. Direct support
If you can offer direct support after class, that’s great!
If you’ve shown during the session that you’re open and approachable, they’ll come to you
more easily afterwards.
32. - A teacher with a
positive attitude
- Stepping away from
the computer
- Understanding the
mechanisms behind
- Going there
progressively
- Reflecting on what
they’ve learned
- Providing support
Here is everything we’ve been talking about…
33. Ben-Jacob, M.G. and Liebman,J.T. (2009) ‘Technophobia and the effective use of libraryresources at
the college/universitylevel’, Journal of EducationalTechnologySystems, 38(1),pp. 35–38.
Eastwood, L.,Coates,J., Dixon, L., Harvey,J., Ormondroyd,C. andWilliamson,S. (2009) AToolkit for
CreativeTeaching in Post-CompulsoryEducation. Maidenhead:OpenUniversity Press.
Jerabek,J.A., Meyer, L. S. and Kordinak, S.T. (2001) ‘“Libraryanxiety” and “computer anxiety:”
Measures,validity,and research implications’, Library and InformationScience Research, 23(3), pp.
277–289.
Jiao,Q. G. andOnwuegbuzie,A. J. (2004) ‘The Impact of InformationTechnology on LibraryAnxiety:
The Role of ComputerAttitudes’,InformationTechnology & Libraries, 23(4),pp. 138–145.
Rosen, L. D. and Maguire,P. (1990) ‘Myths and realitiesof computerphobia:A meta-analysis’,Anxiety
Research, 3(3), pp. 175–191.
Rosen, L. D., Sears, D. C. andWeil, M. M. (1993) ‘Treating technophobia:A longitudinal evaluationof
the computerphobia reduction program’, Computers in Human Behavior, 9(1), pp. 27–50.
Van Scoyoc, A. M. (2003) ‘Reducing LibraryAnxiety in First-YearStudents’,Reference &UserServices
Quarterly, 42(4), pp. 329–341.
Sivakumaran,T. and Lux,A.C. (2011) ‘OvercomingComputerAnxiety:AThree-Step Process for Adult
Learners.’, US-China Education Review B, 1, pp. 155–161.
Walsh,A. and Inala, P. (2010) Active LearningTechniques for Librarians: Practical Examples, Chandos
Information ProfessionalSeries. Editedby R. Rikowski.Oxford:Chandos Publishing.
More information…
The Bible! Great paper!
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Attributions for the pictures
used in this presentation
Meet Jane… Typical Tavi student, 40, psychologist, back for a part-time course.
Jane doesn’t like computers too much…
Avoid it rather than ask for help
Self-critical internal dialogue
Each additional computer experience strengthens her negative reaction
… this is computer anxiety!
Exist in various degrees, all over the population.
You’ve probably met people like Jane in your library too!
The catch is…
It’s been proven to be a problem to access resources >> library anxiety
“Library anxiety is an uncomfortable feeling or emotional disposition, experienced in a library setting, which has cognitive, affective, physiological, and behavioral ramifications. It is characterized by ruminations, tension, fear, feelings of uncertainty and helplessness, negative self-defeating thoughts, and mental disorganization, which debilitate information literacy” (Jiao & Onwuegbuzie)
Prevents students from using many of the library’s electronic resources
Impediment during information skills sessions, preventing students from learning how to use those resources.
Break the cycle!
Note: my propositions won’t cure the students’ anxiety, but lessen it or make it more manageable in the context of the specific resources we teach.
Program: mixing general advice and active learning activities for information skills sessions with anxious students
What is active learning?
Being involved in the learning process, rather than passively listening to the teacher.
Doing
Discussing
Questioning
Applying
Little groups vs on your own
Simple activities, games
Mixing things up!
>> Mostly activities I have tested myself and that I use with my students
Creating a positive learning environment
= positive attitude of the teacher
“Workshops absolutely can not and should not be staffed by people who insensitiviely think that those who lack basic computer knowledge are unintelligent or have learning disabilities, which will only worsen the users’ apprehension.” (Sivakumaran)
= anticipating their level, having a 2nd librarian there to help
= acknowledging the anxiety present (>> bag of fear)
Write down your biggest fear about the subject we’re about to cover
At the end of the session, review each ‘fear’ and ask if it has been addressed
>> Really make sure that everything has been addressed!
= encouraging students to ask questions (>> padlet? In feedback at the end)
Remind them often. Make it funny. (“I’m going to be really bored…”)
Answer them! Be kind!
(The best compliment ever: “I was never made to feel like my question was stupid”)
Now, we’re going to talk about several activities that happen away from the computer!
Good to focus on the principles without the stress of the tool.
Also, there are things they should do away from the computer anyway (working on keywords) and I always underline them.
Mapping out the resources, understanding what they’re there for.
>> Posters in induction session
>> If no time enough, explain yourself then short quiz: what am I going to use to find a thesis? A book? An article about receiving an autism diagnosis?
“Recognizing the purpose behind computer usage and the benefits of knowing how to use it in a competent manner” (Sivakumaran and Lux, 2011)
>> Discovery will search everything at once, so you don’t need how to learn on the other but can focus on this one
>> the magical EndNote demonstration (stars in the eye moment)
= understanding the mechanisms behind… before having to put them in application
>> Boolean operators, search equations, thesaurus…
>> Simple colouring exercise
Can also do it in front of class, but it’s good for them to try and have a crack at it first
>> Examples of things they might find in a database + a search equation = what are you going to find?
Check that they know how to use Booleans
Explains how they can miss things depending on the search terms they’ve choosen
>> Search equation puzzle
With more advanced groups
Mixes together Boolean operators, brackets, codes for fields, and search terms
Getting there gradually, dipping your toe, provoking a first success!
… and checking that they got it and they’re doing okay.
>> Good Search Bad Search (going there gradually…)
Still on paper, but with a real screencap!
To do in pairs
Why is it a bad search? / How can you make it better?
Then class discussion
>> Guided search worksheet
Taking their hands to do their own search, step-by-step
Asking them to write things down so they can repeat
Or getting the worksheets back at the end so that I can annotate and send them more help
Reflecting on what they’ve learned, on how they’re going to apply it
>> Chimeras (reflecting on their behaviour and how they could change it)
Not directly on what they’ve learned
Always fun! Involves glue and scissors! Great success!
I ask them to imagine the best possible behaviour >> reflecting too on their own behaviour
Class discussion at the end on who chose what and why
>> Chimeras (reflecting on their behaviour and how they could change it)
Not directly on what they’ve learned
Always fun! Involves glue and scissors! Great success!
I ask them to imagine the best possible behaviour >> reflecting too on their own behaviour
Class discussion at the end on who chose what and why
>> Planning for practice
“What do you think was the most important thing you learned today?”
“What do you absolutely want to keep in mind while applying what we’ve learned?”
“Tell me about one problem you’re still worrying about.”
>> Planning for practice
Design a plan for what’s going to happen next (example of the literature review)
Different steps / technique / deadline
(doesn’t work with everybody)
>> I will
This one always works, more simple
List a few things you will do to apply what you’ve learnt and give timescale
I collect them at the end and send it a month later
Then send it back with extra help on the things they’ve highlighted
Great to keep contact after a last session – come back to me with more questions
The one thing I always always do: extra short feedback form.
Can be longer:
If it’s just a short induction and I need ammunition to convince their tutor that it would be good to have more sessions
At the very end of a series of sessions: more detailed feedback
Only take 30 seconds and always valuable.
Providing support after the session.
But also making sure that they know it’s there and how to access it!
If computer anxiety… maybe not online!
= printed handouts with step-by-step screencaps
Great feedback on them!
But adapt them to your public…
= online? Okay for videos, especially if send direct link by email
= can you do one-on-one sessions? Have peer support? At least say it’s okay to send emails
= if you’ve shown that you’re open and approachable, they’ll come more easily