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Effects of ASQE-based learning on the information literacy, problem-solving and critical thinking of students with different growth mindsets

Chenchen Liu (Department of Educational Technology, Wenzhou University, Wenzhou, China)
ChiuLin Lai (Department of Education, National Taipei University of Education, Taipei, Taiwan)
Gwo-Jen Hwang (Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan)
Yun-Fang Tu (Department of Library and Information Science, Research and Development Center for Physical Education, Health, and Information Technology, Fu Jen Catholic University, New Taipei City, Taiwan)

The Electronic Library

ISSN: 0264-0473

Article publication date: 28 April 2022

Issue publication date: 13 May 2022

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Abstract

Purpose

This study aims to investigate the information literacy (IL) performance and higher order thinking skills of students with different levels of growth mindset and their perceptions of library-supported learning by using the annotate, summarize, question and evaluate (ASQE)-based learning approach.

Design/methodology/approach

In this study, the ASQE-based learning approach was applied to the learning activities to cultivate students’ IL, problem-solving awareness and critical thinking tendency. A total of 60 postgraduate students were invited to participate in this study. In addition, students’ perceptions of library-supported learning were analysed via drawing analysis.

Findings

Introducing ASQE-based learning into an IL learning activity promoted reflection and thought and had positive effects on students’ problem-solving awareness and on the critical thinking tendency of students with different levels of growth mindset. Additionally, the drawing analysis indicated that most of the students with low levels of growth mindset believed that learners should actively study in the library and students with higher levels of growth mindset preferred more motivating and enjoyable learning environments.

Originality/value

The findings of this study demonstrate that the ASQE-based learning approach can improve higher order thinking skills of students with different levels of growth mindset. In addition, this study examined the perceptions of students with different levels of growth mindset of library-supported learning via drawing analysis.

Keywords

Citation

Liu, C., Lai, C., Hwang, G.-J. and Tu, Y.-F. (2022), "Effects of ASQE-based learning on the information literacy, problem-solving and critical thinking of students with different growth mindsets", The Electronic Library, Vol. 40 No. 3, pp. 269-290. https://doi.org/10.1108/EL-11-2021-0205

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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