Abstract
Formative assessment is a well-established practice within education. However, the traditionally brief format of information literacy instruction has not lent itself well to this important exchange during the learning process. At the same time, there has been increasing focus within the library literature on affective measures of information literacy instruction, such as motivation and instruction formats that incorporate multiple sessions. This study seeks to examine the relationship between these concepts by comparing scores from the Intrinsic Motivation Inventory (IMI) across two groups of Research Writing students: a control group receiving one session of information literacy instruction and an intervention group receiving written formative assessment and two sessions of information literacy instruction. Statistical significance analyses indicate that the addition of formative assessment and a second instruction session significantly increased motivation for conducting research in the intervention group when compared to students receiving only one session of instruction and no formative assessment. These findings indicate that librarians can significantly increase students’ intrinsic motivation to conduct research by incorporating formative assessment strategies into a two session model of information literacy instruction.
Highlights
In his 2010 book on motivational design, Keller states that “teachers cannot control student motivation but they certainly do influence it” (p. 38)
All averages fall within the range of one to seven, where seven indicates a high level of intrinsic motivation and one indicates a low level of intrinsic motivation for the positive subcategories
The opposite is true for pressure/tension, which is a negative indicator of intrinsic motivation (Self-Determination Theory, 2016)
Summary
In his 2010 book on motivational design, Keller states that “teachers cannot control student motivation but they certainly do influence it” (p. 38). Whereas the education literature is rich in the application of motivational techniques and the effective use of formative assessment, the library literature is only in the infancy of exploring these applications within information literacy instruction Some librarians have included the use of clicker or polling technology, as well as pre-tests for formative assessment within the one-session model (Broussard, Hickoff-Cresko, & Urick, 2014; Dunaway & Orblych, 2011) While each of these methods meet some of the seven principles of good assessment, such as encouraging dialogue, delivering high-quality information, facilitating self-assessment, and yielding information for librarians, they. This study combined two back-to-back, 50-minute information literacy sessions that included an in-class activity and individual written assessment from the librarian to determine if individual, formative assessment in combination with practice time has an effect on student motivation for conducting research
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