Article

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.

Creator

• Reynolds, Krista M.
• Roberts, Lindsay M.
• Hauck, Janet

Date Issued

• 2017-01-01

Academic Affiliation

• University Libraries

Journal Title

• Reference Services Review

Journal Issue/Number

• 2

Journal Volume

• 45

File Extent

• 149-165

Subject

• Library Instruction West 2016
• library instruction
• information literacy
• student engagement
• ARCS Model
• teaching methods
• assessment
• motivational design

Last Modified

• 2019-12-06

Resource Type

• Article

Rights Statement

• In Copyright

DOI

• 10.1108/RSR-10-2016-0057

ISSN

• 0090-7324

Language

• English [eng]

Relationships

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