Motivational Design in Information Literacy Instruction

摘要

Motivationaldesigntheorycomplementsinstructionaldesigntheoryand,whenusedtogether,bothprinciplescanimpactlearning,knowledgeacquisition,andknowledgeretention.Ininformationliteracyinstruction,motivationaldesignexiststhroughouttheappropriatestandardsdocuments.However,thereislimitedcurrentresearchonthebestpracticesforusingmotivationininformationliteracyorlibrary-basedinstruction.TheexistingresearchdoesindicatethatlibrarianswhodeliverinformationliteracyinstructionattempttoimplementmotivationaldesigntheoriessuchasKeller’sARCSmodelintotheirteaching,althoughoftenatalowlevel.Furthermore,studiesofface-to-faceandonlinelibrarylearningenvironmentsillustratethatusingtheARCSmodel–and,morebroadly,consideringstudentmotivation–canimpactstudentlearningandachievement.Inconsideringhowfutureinformationliteracyinstructioncanbemosteffectivelydesigned,expandingresearchonthemeaningfulinclusionofmotivationaldesignininformationliteracyinstructioncouldhelptoimpactthisdiscipline’sinstructionalsignificance,knowledgeretention,andlearningapplication.