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Drawing on a shared, informal “office” in a Knowledge Commons, the work emphasizes neutral, accepting environments that reduce student anxiety without needing explicit acknowledgment. It connects affective competence to academic success, citing Mellon and Kuhlthau, and links emotional competencies to ACRL and AASL standards to support more responsive teaching strategies across the research process.",{"@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/volume-7-issue-2-reflecting-on-the-standards-affective-learning-and-personal-information-management/598790/",{"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/volume-7-issue-2-reflecting-on-the-standards-affective-learning-and-personal-information-management/598790.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does the shared “office” environment play in research consultations?","Question",{"text":112,"@type":113},"The setup creates a neutral, informal, accepting space where students and the librarian sit side by side. The student drives the session, and the focus follows the student’s articulated needs, helping learning begin despite anxiety.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does anxiety affect the research learning process?",{"text":117,"@type":113},"Anxious emotions are described as nearly always present in research consultations. Acceptance—often non-verbally through listening and having students guide instruction—helps allay anxiety before instruction can begin.",{"name":119,"@type":110,"acceptedAnswer":120},"How are affective competencies connected to information literacy standards?",{"text":121,"@type":113},"The ACRL standards focus on cognitive skills, but future revisions are expected to reflect affective, emotional competencies. The AASL standards also include affective dispositions and offer a model for acknowledging students’ emotional challenges in research.","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},598790,1792688952,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 7, Issue 2, 2013  \nREFLECTING ON THE STANDARDS [ARTICLE]  \nAFFECTIVE LEARNING AND PERSONAL INFORMATION MANAGEMENT  \nEssential components of information literacy  \nEllysa Stern Cahoy Pennsylvania State University  \nCahoy, Affective Learning Communications in Information Literacy 7(2), 2013  \nWe are in this together. Nearly every weekday during the semester, I meet with students in our shared “office.” I meet some students there on a monthly or even weekly basis. The office doesn’t have a desk or a computer in it. Instead, there is a large, eucalyptus-green, U-shaped couch, with atable and a very large computer monitor in front of it. This is a media:scape unit from Steelcase, and up to four laptops at a time can plug into the table and easily project onto the big screen. The media:scape sits ina large glassed-in group-study room in our Knowledge Commons, surrounded by students working at individual workstations.  \nI love our “office”(although truth be told, I hold no ownership over this space, and reserve it just like everyone else) for several reasons. The setup of the couch and table provide a level playing field for my students and me. We sit together side by side on the big green couch. We are equally in charge, and typically, we project from the student’s laptop onto the big screen. The student drives the session. This is neutral ground for both of us—I am not at a reference desk, or sitting behind my own desk. We are sitting together, and the student’s needs drive the focus of the session.  \nThe couch and the informal environment can often make our research consultations feel more like therapy sessions. There have definitely been tears of frustration shed in that room as students confess their fears about finishing a dissertation or master’s paper. There has also been laughter, and confessional sharing (on my part as well as theirs) about the frustrations of finding information, managing articles and bibliographies, and mastering new (and sometimes, not so new) technologies.  \nWe are in this together. That is the message that I hope our shared “office” brings to my  \nstudents. We are working together to find great, relevant information, and we are collaboratively learning how to manage and organize it, for this semester and for the future. This is my personal challenge as well as theirs, and we tackle it as a team. At the heart of this approach is a commitment to affective, emotional learning, and a focus on the underpinnings of personal information management. Affective learning and personal information are inexorably linked, and they are the central focus of our collaborative work.  \nHow does affective, emotional learning begin? Constance Mellon wrote, “Where anxiety is present, it must be allayed before the work of instruction can begin”(Mellon, 1988) . All of our students come to us with some level of anxiety surrounding their research work. Whether it is nervousness at meeting one on one with a librarian, discomfort at laying bare their level of understanding on finding scholarly information, or fear of tackling new software or technologies, anxious emotions are almost always present at some level in a research consultation. Implicitly  \nacknowledging students’ fears does not need to happen verbally. Acceptance can come implicitly through listening carefully to a student articulate his or her research topic and scholarly challenges. Acceptance can be non-verbally implied by having students drive the session and guide the instruction toward their articulated needs. A neutral, accepting environment sets the tone for learning to begin. Affective competence, managing the feelings and emotions that students encounter throughout the content creation/research process, is essential to academic success. Affective information literacy researcher Carol Kuhlthau suggests that underdeveloped affective skills can hinder student learning and motivation:  \nCahoy, Affective Learning Communications in Information Literacy 7(2),","cbCaidewO9MjScLl","https://ap.wps.com/l/cbCaidewO9MjScLl","pdf",271860,"English","# Volume 7, Issue 2, 2013\n## Reflecting on the Standards [Article]\n## Affective Learning and Personal Information Management\n## Essential Components of Information Literacy\n## Shared “Office” as a Learning Environment\n## Anxiety and the Start of Instruction\n## Affective Competence and Research Motivation\n## Standards and Affective-Emotional Competencies","[{\"question\":\"What role does the shared “office” environment play in research consultations?\",\"answer\":\"The setup creates a neutral, informal, accepting space where students and the librarian sit side by side. The student drives the session, and the focus follows the student’s articulated needs, helping learning begin despite anxiety.\"},{\"question\":\"How does anxiety affect the research learning process?\",\"answer\":\"Anxious emotions are described as nearly always present in research consultations. Acceptance—often non-verbally through listening and having students guide instruction—helps allay anxiety before instruction can begin.\"},{\"question\":\"How are affective competencies connected to information literacy standards?\",\"answer\":\"The ACRL standards focus on cognitive skills, but future revisions are expected to reflect affective, emotional competencies. The AASL standards also include affective dispositions and offer a model for acknowledging students’ emotional challenges in research.\"}]","Volume 7 - Issue 2 - Reflecting on the Standards - Affective Learning and Personal Information Management | PDF",1792087603]