Information Literacy, Motivation, and the Instructional Implications for School Librarians
+Information Literacy, Motivation, andthe Instructional Implications for SchoolLibrarians By Jamie WinchellLIS 701, Summer 2012
+Observing at a local high school… Honors freshman History class in the library: Head Librarian TALKS… and TALKS… and DEMONSTRATES…and one time ASKS FOR A SHOW OF HANDS…While the studentsdid next to nothing. And then they went off to research in the lab.
+My pedagogical questions… How many of those students really paid attention to her lecture andgleaned her tips about quality research? Did her talking make a difference in their ingrained habits ofsearching? How could I make sessions like that one more engaging anddynamic? Is it possible to teach online research lessons so that students areactively involved and are critically constructing their informationliteracy skills?
+What is Information Literacy? The National Forum on Information Literacy defines it as: ―The ability to know when there is a needfor information, and to be able toidentify, locate, evaluate, and effectivelyuse that information for the problem orissue at hand.‖
+Changes & Problems Advancing Technologies: Librarians’ job responsibilities have changed Students’ digital lives + web searching habits ―Principle of Least Effort‖ ―investing minimal effort is natural human behavior.‖--Martzoukou ―Convenience trumps everything.‖ –Crowley Intrinsic Motivation to learn declines with advancing years in school.–Crow, 2006
+Digital Information Literacy & You http://digital-literacy.syr.edu/survey/show/135/Jamie_Winchell Enter your code & take the survey! What do these results tell us about our the feelings in this class aboutdoing research? How might that data inform (theoretical) instruction?
+―fast surfing‖ & ―deep diving‖ “fast surfing” The easy route Reluctant to invest time and energy Not interested in learning something new Just want to finish >>> extrinsic motivation “deep diving” Lots of effort High quality sources Ownership over work Goal: personal understanding >>> intrinsic motivationHeinstrom, 2006.
+Self-Determination Theory 3 psychological needs that must be met to set the stage for intrinsicmotivation:1. Autonomy ―volition (desire) to do the task.‖2. Perceived competence ―the belief that one is able to accomplish a task,‖ and3. Relatedness ―feeling securely connected to the social surround.‖Crow, 2007.
+ARCS Attention Capturing the interest of learners; stimulating the curiosity to learn Relevance Meeting the personal needs/goals of the learner to effect a positive attitude Confidence Helping the learners to believe/feel that they will succeed and control theirsuccess Satisfaction Reinforcing accomplishment with rewards (internal & external)Jacobson and Xu, 2004.
+Active Learning Principles Students are active constructors of their own learning. Students are involved in more than just listening. Less emphasis is placed on transmitting information and more ondeveloping students’ skills. Students are involved in higher order thinking (analysis, synthesis, andevaluation). Students are engaged in activities (e.g. reading, discussing and writing).(From Bonwell and Eison, 1991, in Walsh and Inala, 2010).
+Some implications for teacherlibrarians: The school library ―is one of the few locations in the school whereinformal, self-determined, intrinsically-motivated inquiry and learningcan occur (and is in fact encouraged).‖—Arnone, et. al My idea: Choice + active learning = engagement and ∴ intrinsic motivation(hopefully) and ∴ life-long information literacy (ideally).
+Reflection https://jwinchell.wikispaces.com/ Your username is: 701yourlastname Your password is the same one as your Syracuse survey. ―edit‖ the main page Answer the 2 questions (quickly!) Click ―save.‖