NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ826445
Record Type: Journal
Publication Date: 2007
Pages: 5
Abstractor: ERIC
Reference Count: 20
ISSN: ISSN-1094-9046
Information Literacy: What's Motivation Got to Do with It?
Crow, Sherry R.
Knowledge Quest, v35 n4 p48-52 Mar-Apr 2007
Developmentalists state that children are born with the intrinsic motivation to learn, but studies show that this intrinsic desire to learn begins to wane during the early school years, around third grade, and continues a steady decline through eighth grade. Intrinsic motivation is at the core of information literacy, the foundation for a desire to learn and find information independently. "The goal is to assist all students in becoming active and creative locators, evaluators, and users of information to solve problems and to satisfy their own curiosity" (AASL and AECT 1998, 2). According to Self-Determination Theory (SDT), a theory that attempts to explain the reasons a person decides to act in a particular situation, people (children included) have certain psychological needs that must be met in order to be intrinsically motivated to do anything. In this article, the author discusses how to keep the students motivated and describes three components of intrinsic motivation: (1) autonomy; (2) perceived competence; and (3) relatedness. She stresses that the primary goal of teachers and library media specialists is to foster students who are on their way to becoming lifelong learners and to display an attitude and ability that prompts them to learn across their life spans. (Contains 1 figure.)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A