Academic reference and instruction librarians and Dweck's theories of intelligence

Abstract

This article introduces psychologist Carol S. Dweck's entity and incremental theories of intelligence and explores the prevalence of these theories in academic librarians who participate in reference and instruction activities. Based on existing research, it is possible that implicit theories of intelligence could affect the ways in which librarians conduct information literacy and library instruction, as well as reference interactions. This article intends to provide a foundation for understanding if further research concerning theories of intelligence, instructional design and pedagogy, and reference practice in academic libraries is warranted.