Document Type

Article

Publication Date

2017

Publication Title

Reference Services Review

ISSN

0090-7324

Volume

45

Issue

2

First Page

149

Last Page

165

DOI

10.1108/RSR-10-2016-0057

Abstract

Purpose - This paper provides an overview of Keller’s ARCS Model of Motivational Design and explores how three instruction librarians at different institutions have integrated the model into their teaching practices to improve student motivation during information literacy sessions.

Design/methodology/approach - Case studies describe how instruction librarians began to incorporate the ARCS Model into library instruction. Three librarians used self-reflective practice and a range of assessment techniques to evaluate and improve teaching practice.

Findings - ARCS is valuable for improving student engagement during information literacy instruction. The authors suggest best practices for learning about and integrating the model and propose instructional strategies that align with it.

Originality/value - This paper fills a gap in literature on practical applications of motivational design in library instruction and suggests best practices for teaching and assessment using the ARCS Model.

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