[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598810-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598810-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","motivational-design-in-information-literacy-instruction-issue-1","Motivational Design in Information Literacy Instruction - Issue 1","","Motivational design theory supports instructional design by shaping how learners acquire, retain, and apply knowledge. This literature review examines motivation within information literacy instruction, noting limited research on best practices for integrating motivational design and the ARCS model in library teaching, often at a low level. 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\nOakland University Libraries  \nMotivational 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.  \nHess, Motivational Design in IL Instruction Communications in Information Literacy 9(1), 2015  \nINTRODUCTION  \nUnderstanding the root of motivation and identifying how to engage an individual’s intrinsic or extrinsic motivational desires isan important component of instruction. As such, educators and instructors in any setting need to consider structuring learning scenarios so learners are engaged in the knowledge acquisition process, see the relevance of their learning, feel confident that their experience is meaningful and can be applied, and experience satisfaction from the scenario. This can be accomplished by consciously employing instructional design principles that include theories of motivational design.  \nWhile motivational design theories can be incorporated in any instructional setting orin conjunction with any subject matter, engaging learners’ motivation may be particularly important when addressing inter- or cross-disciplinary concepts. In such scenarios, considering motivational design may help answer the questions,“When will I ever use this?” or,“Why do I need to learn this?” One such cross-disciplinary area is information literacy, which can be seen as both an independent discipline in the field of library and information science and an integrated concept across all subject matters in which learners demonstrate informationseeking behaviors.  \nThis literature review first considers motivational design as a theory related to instructional design. From there it addresses information literacy instruction as it is represented in the relevant educational standards, and it considers how these standards address motivational design. It then delves into how motivational design  \nhas been used in information literacy instruction to impact learners’ knowledge acquisition and achievement. From an analysis of the existing literature, gaps in understanding are identified and future directions for research are suggested. Finally, this review concludes with the implications of motivational design on 21st century information literacy instruction.  \nINSTRUCTIONAL DESIGN AND MOTIVATION  \nInstructional design is “the science and art of creating detailed specifications for the development, evaluation, and maintenance of situations which facilitate learning and performance” (Ritchey, Klein & Tracey, 2011, p. 3) . While instructional design is an independent discipline with its own theoretical and practical foundations, it is also integrated – intentionally or de facto – into any field in which instruction or learning is a focus. Like information literacy, then, instructional design is interdisciplinary while also independent. I","cbCaicLSbvg9y1EU","https://ap.wps.com/l/cbCaicLSbvg9y1EU","pdf",633857,16,"English","# Introduction\n# Instructional Design and Motivation\n## Instructional design foundations\n## Motivational design and learner engagement\n# Information literacy instruction and standards\n# Research findings and future directions\n# Implications for 21st century instruction","[{\"question\":\"What is the relationship between motivational design and instructional design?\",\"answer\":\"Motivational design complements instructional design by influencing learning, knowledge acquisition, and knowledge retention through attention to learner motivation.\"},{\"question\":\"How is motivation used in information literacy instruction according to existing research?\",\"answer\":\"Librarians often attempt to apply motivational design theories such as Keller’s ARCS model, though implementation is frequently at a low level.\"},{\"question\":\"What does the review identify as a key gap and next steps for research?\",\"answer\":\"The review highlights limited understanding of effective motivational design integration in information literacy instruction and proposes expanding research to shape instructional significance, retention, and learning application.\"}]","Motivational Design in Information Literacy Instruction - Issue 1 | PDF",1792087639]