This was my midterm project for LIS 701, Intro to Library & Information Science, Summer 2012. Dominican University.

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Information Literacy, Motivation, and
the Instructional Implications for School
Librarians By Jamie Winchell
LIS 701, Summer 2012

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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 students
did next to nothing.
 And then they went off to research in the lab.

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My pedagogical questions…
 How many of those students really paid attention to her lecture and
gleaned her tips about quality research?
 Did her talking make a difference in their ingrained habits of
searching?
 How could I make sessions like that one more engaging and
dynamic?
 Is it possible to teach online research lessons so that students are
actively involved and are critically constructing their information
literacy skills?

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What is Information Literacy?
 The National Forum on Information Literacy defines it as:
 ―The ability to know when there is a need
for information, and to be able to
identify, locate, evaluate, and effectively
use that information for the problem or
issue at hand.‖

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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

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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 about
doing research?
 How might that data inform (theoretical) instruction?

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―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 motivation
Heinstrom, 2006.

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Self-Determination Theory
 3 psychological needs that must be met to set the stage for intrinsic
motivation:
1. Autonomy
 ―volition (desire) to do the task.‖
2. Perceived competence
 ―the belief that one is able to accomplish a task,‖ and
3. Relatedness
 ―feeling securely connected to the social surround.‖
Crow, 2007.

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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 their
success
 Satisfaction
 Reinforcing accomplishment with rewards (internal & external)
Jacobson and Xu, 2004.

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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 on
developing students’ skills.
 Students are involved in higher order thinking (analysis, synthesis, and
evaluation).
 Students are engaged in activities (e.g. reading, discussing and writing).
(From Bonwell and Eison, 1991, in Walsh and Inala, 2010).

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Some implications for teacher
librarians:
 The school library ―is one of the few locations in the school where
informal, self-determined, intrinsically-motivated inquiry and learning
can 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).

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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.‖

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Questions??