Award Date

5-1-2019

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Psychology & Higher Education

First Committee Member

Gwen Marchand

Second Committee Member

Alice Corkill

Third Committee Member

CarolAnne Kardash

Fourth Committee Member

Karen Grove

Number of Pages

85

Abstract

Information literacy skills, including critical thinking and problem-solving skills, are imperative for academic, personal, and professional success. Unfortunately, many students graduate only to be more daunted than ever by the vast amount of information available to them and increasingly rely on convenience over quality in their information-seeking behaviors. This study hoped to address this by increasing students’ motivation for engaging in an online information literacy module. Using self-determination theory (SDT) from the field of motivation, motivationally-supportive modules were designed to support students’ feelings of autonomy and competence and ultimately grades on their final research assignment. Experimental conditions included providing relevance, using non-controlling language, and providing feedback. Results and lessons learned are shared, as well as implications for theory, research, and practice.

Keywords

Information literacy; Library instruction; Motivation; Online learning; SDT; Self determination theory

Disciplines

Education | Educational Psychology | Library and Information Science

Language

English


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