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Research also rarely links information literacy instruction directly to measurable effects in service-learning settings. This study applies a pre-/post-test design to evaluate cognitive outcomes, focusing on critical thinking through the Problem-Solving Analysis Protocol (P-SAP), with 59 undergraduates. Library instruction proves important, informing collaboration between discipline and library faculty.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-thinking-in-a-service-learning-course-impacts-of-information-literacy-instruction/599223/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-thinking-in-a-service-learning-course-impacts-of-information-literacy-instruction/599223.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"The study investigates how information literacy instruction impacts cognitive outcomes, especially critical thinking, in a service-learning course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was critical thinking measured in the study?",{"text":117,"@type":113},"Critical thinking was assessed using the Problem-Solving Analysis Protocol (P-SAP) in a pre-/post-test design.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors emphasize collaboration between faculty and librarians?",{"text":121,"@type":113},"Results underline the importance of library instruction and suggest that effective service-learning outcomes depend on collaboration between discipline faculty and library faculty.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599223,1792161706,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 14  Issue 2 | Article 3 |\n| --- | --- |\n| 12-2020\u003Cbr>Critical Thinking in a Service-Learning Course: Impacts of Information Literacy Instruction\u003Cbr>Heather R. Kennedy\u003Cbr>University of Northern Iowa, [heather.kennedy@uni.edu](heather.kennedy@uni.edu)\u003Cbr>Anne Marie H. Gruber\u003Cbr>University of Northern Iowa, [anne.gruber@uni.edu](anne.gruber@uni.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nKennedy, H. R., & Gruber, A. H. (2020) . Critical Thinking in a Service-Learning Course: Impacts of Information Literacy Instruction. Communications in Information Literacy, 14 (2), 205–226.  \n[https://doi.org/10.15760/comminfolit.2020.14.2.3](https://doi.org/10.15760/comminfolit.2020.14.2.3)  \nThis open access Research Article is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nCritical Thinking in a Service-Learning Course: Impacts of Information Literacy Instruction  \nHeather R. Kennedy, University of Northern Iowa Anne Marie H. Gruber, University of Northern Iowa  \nAbstract  \nIt is well demonstrated that service-learning positively impacts a variety of student outcomes. However, methodological limitations have contributed to a lack of clear understanding of the mechanisms through which these effects occur. Additionally, little research has connected information literacy instruction explicitly with outcomes in servicelearning courses. The present study used a pre-/post-test design to investigate cognitive outcomes, including critical thinking, using the Problem-Solving Analysis Protocol (P-SAP) . Fifty-nine students from an undergraduate family services course participated. Results highlight the importance of library instruction to students’ critical thinking skills and suggest implications for collaborations between discipline faculty and library faculty in service-learning courses.  \nKeywords: information literacy instruction, critical thinking, service-learning,  \nfamily services, problem-solving  \nKennedy, H. R., & Gruber, A. M. H. (2020). Critical thinking in a service-learning course: Impacts of information literacy instruction. Communications in Information Literacy, 14(2), 182–226.  \nCritical Thinking in a Service-Learning Course: Impacts of Information Literacy Instruction  \nThe present study stems from a collaborative project between family service and library faculty. The first author/instructor (Kennedy) was responsible for redesigning and teaching a foundational course for family studies majors which included a service-learning project, and the second author/librarian (Gruber) provided information literacy instruction. Service-learning and other experiential pedagogies are often emphasized in family services to help students develop academic, social, and interpersonal skills, including cultural competence (Hall & Morris-Compton, 2018; Hamon & Way, 2001; Jacobson et al., 2011; Long et al., 2018). Students in the course volunteered with local non-profit organizations providing social services.  \nService-learning has been identified as an effective educational strategy (Mandell et al., 2014). It is generally considered to be an “educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility”(Bringle & Hatcher, 1996, p. 222). According to Eyler et al. (2001), servicelearning has been associated with positive impacts on many student outcom","cbCaibRQET231pG8","https://ap.wps.com/l/cbCaibRQET231pG8","pdf",241075,23,"English","# Abstract\n# Introduction\n# Literature Review\n## Service-learning outcomes\n# Critical Thinking and Problem-Solving\n## Experiential learning and definitions","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study investigates how information literacy instruction impacts cognitive outcomes, especially critical thinking, in a service-learning course.\"},{\"question\":\"How was critical thinking measured in the study?\",\"answer\":\"Critical thinking was assessed using the Problem-Solving Analysis Protocol (P-SAP) in a pre-/post-test design.\"},{\"question\":\"Why do the authors emphasize collaboration between faculty and librarians?\",\"answer\":\"Results underline the importance of library instruction and suggest that effective service-learning outcomes depend on collaboration between discipline faculty and library faculty.\"}]","Critical Thinking in a Service-Learning Course - Impacts of Information Literacy Instruction | PDF",1792088374,58]