Document Type

Article

Publication Date

5-2017

Publication Title

College & Research Libraries

ISSN

2150-6701

Volume

78

Issue

4

First Page

527

Last Page

551

DOI

10.5860/crl.78.4.527

Abstract

How can we better engage adult learners during information literacy sessions? How do we increase students’ perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop activities for a library instruction workshop. Community college students completed a pre-test and post-test assessment to measure change in skill level, perceived confidence, and perceived relevance of the research workshop. Results show learners’ skill levels, perceived confidence, and perceived relevance increased significantly. Based on the results, suggestions are made for incorporating Motivational Design and Problem-Based Learning into information literacy sessions to increase student engagement.

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