Overview

As librarians, we often find ourselves outside the traditional structure of our education system. Time limits add another layer of complexity; how can we motivate students to learn when we only see them for an hour or two? Motivating Students on a Time Budget begins with a section of research-based, broad-level considerations of student motivation as it relates to short-term information literacy instruction, both in person and online. It then moves into activities and lesson plans that highlight specific motivational strategies and pedagogies: Each encourages the spirit of play, autonomy, and active learning in a grade-free environment. Activities and plans cover everything from game-based learning to escape rooms to role playing to poetry, and are thoroughly explained to be easily incorporated at your campus. While librarians have made great strides in integrating information literacy into long-term curricula, many of us have only one class session to make a difference. Consideration of human motivational strategies can have a profound effect on our attitude toward and approach to learners and, ultimately, on their levels of engagement, satisfaction, and success. The techniques outlined in Motivating Students on a Time Budget can help you feel empowered to use motivation research to meet your students where they are intellectually and emotionally, and empower and inspire them to cross conceptual thresholds critical to information interpretation and use.

Full Product Details

Author:   Sarah Steiner ,  Miriam Rigby
Publisher:   Association of College & Research Libraries
Imprint:   Association of College & Research Libraries
ISBN:  

9780838989494

ISBN 10:   0838989497
Pages:   332
Publication Date:   30 January 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Acknowledgments Foreword Introduction. Motivating Students on a Time Budget: Pedagogical Frames and Lesson Plans for In-Person and Online Information Literacy Instruction Chapter 1. The ARCS Model and Audience Analysis: Learning About Student Motivations and Instructional Preferences — Krista Reynolds Chapter 2. The Choice is Yours: Guiding Graduate Students to Construct Meaningful and Motivating Learning Goals — Lindsay Roberts Chapter 3. “When Will I Ever Use This Again?” Cultivating Motivation Through an Authentic Learning Environment — Chapel D. Cowden and Jenny Holcombe Chapter 4. Using Motivation Theory and Research When Teaching Information Literacy Online — Nick Faulk and Alan Carberry Chapter 5. Using Authentic Teaching in Information Literacy Instruction to Improve Student Motivation — Josefine Smith and Anna Kozlowska Chapter 6. Teaching Motivation That Works: Structuring Graduate-Level Research Support Workshops to Foster Centered, Focused, Self-Sufficient Learners — Wendy C. Doucette Chapter 7. Tagging and Sticky Notes: Two Exercises for Teaching Students to Synthesize Prior Research — Rebecca Price Chapter 8. Designing a Collaborative Cross-Campus Drop-in Workshop Series to Motivate Lifelong Learners — Tim Miller and Sarah Fay Philips Chapter 9. Grinnell Science Project: Motivating First-Year Students to Persist in Scientific Inquiry — Kevin R. Engel, Rebecca Ciota, Elizabeth Rodrigues Chapter 10. Level Up the One-Shot: Empowering Students with Backward Design and Game-Based Learning — Tarida Anantachai and Camille Chesley Chapter 11. Examining Good-Game Design Mechanics that Enhance Student Motivation: A Case Study of “The Research Race” Game — Ngoc-Yen Tran Chapter 12. “You’re Batman’s Only Hope”: Escape Room Activities in Academic Libraries — Kristen Lemay Chapter 13. The List and the Spine: Poetry, Information Literacy, and Motivation — Sarah Kortemeier Chapter 14. Choose a Topic, Choose a Group, Choose a Focus — Maggie Murphy Chapter 15. Teaching Library Research and Critical Reflection Skills to Undergraduate Students Using the Techniques of Role Playing and Debate — Grace M. Jackson-Brown Chapter 16. Introducing the Research Process: Lesson Plans for Undergraduate Instruction — Sarah Leeman and Amy Hall Chapter 17. Piecing It Together: Encouraging Student Learning through Self-Assessment and Active Learning — Heather Johnson and Ashley Duguay Chapter 18. Can I Have Your Attention, Please: Using Motivational Design and Feminist Pedagogy to Create Group Activities — Samantha Becker Chapter 19. Practicing in Public: A Social Constructivist Approach to Research Skills Work in Online Discussion Boards — Katherine Luce Author Biographies

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Author Information

Sarah Steiner is the Head of Research & Instruction Services at Western Carolina University Library in Cullowhee, North Carolina. She has over a decade of professional experience with instruction and assessment, virtual and in-person reference coordination, and social media planning and management. As a 2011 Library Journal Mover & Shaker, Steiner was recognized for creating networking and professional development opportunities for librarians. Miriam Rigby is a social sciences librarian and serves as the collection manager for the social sciences at the University of Oregon Libraries. She earned her MLIS from University of Washington and a MA in cultural anthropology from the University of Chicago. Miriam’s research interests currently are focused on instruction and open access publishing.

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