{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,6]],"date-time":"2026-03-06T04:56:45Z","timestamp":1772773005777,"version":"3.50.1"},"reference-count":61,"publisher":"Emerald","issue":"3","license":[{"start":{"date-parts":[[2022,4,28]],"date-time":"2022-04-28T00:00:00Z","timestamp":1651104000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EL"],"published-print":{"date-parts":[[2022,5,13]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>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.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>In this study, the ASQE-based learning approach was applied to the learning activities to cultivate students\u2019 IL, problem-solving awareness and critical thinking tendency. A total of 60 postgraduate students were invited to participate in this study. In addition, students\u2019 perceptions of library-supported learning were analysed via drawing analysis.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>Introducing ASQE-based learning into an IL learning activity promoted reflection and thought and had positive effects on students\u2019 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.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>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.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/el-11-2021-0205","type":"journal-article","created":{"date-parts":[[2022,4,26]],"date-time":"2022-04-26T03:02:24Z","timestamp":1650942144000},"page":"269-290","source":"Crossref","is-referenced-by-count":8,"title":["Effects of ASQE-based learning on the information literacy, problem-solving and critical thinking of students with different growth mindsets"],"prefix":"10.1108","volume":"40","author":[{"given":"Chenchen","family":"Liu","sequence":"first","affiliation":[]},{"given":"ChiuLin","family":"Lai","sequence":"additional","affiliation":[]},{"given":"Gwo-Jen","family":"Hwang","sequence":"additional","affiliation":[]},{"given":"Yun-Fang","family":"Tu","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2022,4,28]]},"reference":[{"key":"key2022051209590421600_ref001","unstructured":"American Library Association (ALA) (1989), \u201cPresidential committee on information literacy: final report\u201d, available at: https:\/\/literacy.ala.org\/information-literacy\/ (accessed 5 March 2022)."},{"key":"key2022051209590421600_ref002","unstructured":"Association of College and Research Libraries (ACRL) (2015), \u201cFramework for information literacy for higher education\u201d, available at: www.ala.org\/acrl\/standards\/ilframework (accessed 5 March 2022)."},{"key":"key2022051209590421600_ref003","first-page":"1","article-title":"Online students\u2019 LMS activities and their effect on engagement, information literacy and academic performance","year":"2019","journal-title":"Interactive Learning Environments"},{"issue":"4","key":"key2022051209590421600_ref004","doi-asserted-by":"crossref","first-page":"19","DOI":"10.1300\/J122v27n04_03","article-title":"Using the ACRL information literacy competency standards for science and engineering\/technology to develop a modular critical-thinking-based information literacy tutorial","volume":"27","year":"2007","journal-title":"Science and Technology Libraries"},{"issue":"4","key":"key2022051209590421600_ref005","first-page":"1","article-title":"Understanding Hong Kong primary school English teachers\u2019 continuance intention to teach with ICT","volume":"34","year":"2019","journal-title":"Computer Assisted Language Learning"},{"issue":"3","key":"key2022051209590421600_ref006","doi-asserted-by":"crossref","first-page":"509","DOI":"10.1353\/pla.2020.0028","article-title":"Faculty perceptions of students; IL learning in first-year writing","volume":"20","year":"2020","journal-title":"Portal: Libraries and the Academy"},{"key":"key2022051209590421600_ref007","unstructured":"Beetham, H. 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