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ERIC Number: EJ1089288
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1933-5954
Motivational Design in Information Literacy Instruction
Hess, Amanda Nichols
Communications in Information Literacy, v9 n1 p44-59 2015
Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best practices for using motivation in information literacy or library-based instruction. The existing research does indicate that librarians who deliver information literacy instruction attempt to implement motivational design theories such as Keller's ARCS model into their teaching, although often at a low level. Furthermore, studies of face-to-face and online library learning environments illustrate that using the ARCS model--and, more broadly, considering student motivation--can impact student learning and achievement. In considering how future information literacy instruction can be most effectively designed, expanding research on the meaningful inclusion of motivational design in information literacy instruction could help to shape this discipline's instructional significance, knowledge retention, and learning application.
Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A