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

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 app...

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Published in:Electronic Library Vol. 40; no. 3; pp. 269 - 291
Main Authors: Liu, Chenchen, Lai, ChiuLin, Hwang, Gwo-Jen, Tu, Yun-Fang
Format: pictorial research tables/charts Journal Article
Published: Emerald Publishing Limited 2022
Online Access:View this record in EBSCOhost
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        02640473
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      issn: 02640473
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      dt: 2022
      vid: 40
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      pub: Emerald Publishing Limited
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        156842956
        156842956
        156842956
        10.1108/EL-11-2021-0205
        156842956
      ppf: 269
      ppct: 22
      formats:
      tig:
        atl: Effects of ASQE-based learning on the information literacy, problem-solving and critical thinking of students with different growth mindsets.
      aug:
        au:
          Liu, Chenchen
          Lai, ChiuLin
          Hwang, Gwo-Jen
          Tu, Yun-Fang
        affil: Department of Educational Technology, Wenzhou University, Wenzhou, China
      sug:
        subj:
          Students
          Critical Thinking
          Problem Solving
          Information Literacy
          Mental Processes
          Learning Methods
          Human
          Student Attitudes
          Drawing
          Reflection
          Motivation
          Learning Environment
          Libraries, School
      ab: 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.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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