Search

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.

This article builds on the 2007 College and Research Libraries article, "The Librarian, the Machine, or a Little of Both." Since that time, Oakland University Libraries implemented changes to its instruction program that reflect larger trends in teaching and assessment throughout the profession; following these revisions, librarians undertook a new study to assess the effectiveness of online library instruction in face-to-face courses in comparison to the hybrid model that had been in place. The study's design and its results serve to contribute to discussion of best practices in information literacy pedagogy, online learning, instructional design, and the role of the librarian therein. Contains notes.

Oakland University (OU) Libraries undertook an assessment of how to leverage its resources to make online tutorials more focused on users' needs. A multi-part assessment process reconsidered Web tutorials offerings through the lenses of faculty and staff feedback, literature review, and an analysis of other universities' online tutorial offerings. From there, OU's e-Learning and Instructional Technology Librarian developed the MAGIC guidelines (Manageable, Available, Geared at users, Informative, Customizable) to resituate OU Libraries' online tutorials and place users at the center. Putting MAGIC into practice meant integrating Web tutorials at points-of-need, identifying and sharing essential information, and engaging students in the learning whenever possible.

As academic librarians' instructional responsibilities evolve, it is useful to consider what factors influence how they consider their teacher identities. In this research, the author used a survey instrument grounded in transformative learning theory to explore whether librarians with varying years of experience in instruction held different beliefs about how their teaching identities had developed. She found that individuals' years of teaching experience impacted whether fellow librarians or those outside of librarianship influenced how they thought of themselves as educators. Moreover, academic librarians who had more experience indicated that changes in their job responsibilities impacted their instructional identities at greater rates than their less experienced counterparts. Understanding these influences can help library leaders to design, provide, and facilitate meaningful learning opportunities for instruction librarians. [ABSTRACT FROM AUTHOR]

Objective - As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians' attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods - The author electronically distributed a modified version of King's (2009) Learning Activities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants' demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation. Results - Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation. Conclusion - This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians' needs based on their educational levels (e.g., additional Master's degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction. [ABSTRACT FROM AUTHOR]