A significant number of studies have shown that students rely on consistent and risk-averse research strategies and are unmotivated to engage critically with information. In an effort to increase this motivation, an instructional design librarian incorporated elements of self-determination theory (SDT) from the field of motivation into an online information literacy module. This presentation will discuss the design and assessment of the module, including its impact on student outcomes, such as perceived autonomy and competence (components of SDT) and research assignment grade. Using an interdisciplinary approach, the session will provide evidence-based strategies for designing meaningful instruction and igniting student motivation.
Francesca Marineo