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USING EFFECTIVE FEEDBACK TO INCREASE STUDENT MOTIVATION IN INFORMATION

LITERACY INSTRUCTION MARIA R. BAREFOOT, MLIS, AHIP

PALA INFORMATION LITERACY SUMMIT

JULY 21, 2016

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MOTIVATION

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“

”

TEACHERS CANNOT CONTROL STUDENT MOTIVATION, BUT THEY CERTAINLY DO INFLUENCE IT

- JOHN M KELLER, MOTIVATIONAL DESIGN FOR LEARNING AND PERFORMANCE

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INTRINSIC VS. EXTRINSIC MOTIVATION

• ENGAGE IN A TASK BECAUSE IT IS

PERSONALLY REWARDING

• EX: FIND A TOPIC INTERESTING, GENUINE

CURIOSITY FOR RESEARCH

• ENGAGE IN A TASK FOR SOME EXTERNAL

REWARD

• EX: PASS A COURSE, GET A SPECIFIC GRADE,

ETC.

• AMOTIVATION

• SELF-REGULATION

(DECI AND RYAN, 2008)

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FEEDBACK

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MOTIVATIONAL FEEDBACK

1. REINFORCING STATEMENT

2. CORRECTIVE STATEMENT

3. REINFORCING STATEMENT

(CANTILLON AND SARGEANT, 2008)

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MOTIVATIONAL FEEDBACK

• WHERE AM I GOING?

• HOW IS IT GOING?

• WHAT DO I NEED TO DO TO GET THERE?

(WOLLENSCHLAGER ET AL., 2016)

ELEMENTS OF EFFECTIVE FEEDBACK

• CLARIFYING GOOD PERFORMANCE

• FACILITATING SELF-ASSESSMENT

• DELIVERING HIGH QUALITY INFORMATION ABOUT

PERFORMANCE

• ENCOURAGING DIALOGUE

• PROMOTING POSITIVE SELF-ESTEEM

• PROVIDING OPPORTUNITIES TO CLOSE THE KNOWLEDGE GAP

(NICOL AND MACFARLANE-DICK, 2006)

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TWO SESSION MODEL

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HOW MUCH AND WHEN??

ONE SESSION FULLY EMBEDDED MULTIPLE SESSIONS

• COMBINATION OF DEMONSTRATION AND PRACTICE

• LEARNING REINFORCED THROUGH REPETITION

• ALLOWS FOR MEANINGFUL CONVERSATION BETWEEN LIBRARIAN

AND STUDENT

(HENRY, GLAUNER, AND LEFOE, 2015)

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METHODS

• IN-CLASS ACTIVITY DURING SESSION 1

• RETURN FEEDBACK AT BEGINNING OF SESSION 2

• HELP STUDENTS APPLY FEEDBACK DURING SESSION 2

• COMPLETE THE INTRINSIC MOTIVATION INVENTORY AT

THE END OF THE SESSION

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INTRINSIC MOTIVATION INVENTORY (IMI)

• 6 VALIDATED CATEGORIES THAT SHOW AN

EFFECT ON MOTIVATION

• INTEREST/ENJOYMENT

• PERCEIVED COMPETENCE

• EFFORT/IMPORTANCE

• PRESSURE/TENSION

• PERCEIVED CHOICE

• VALUE/USEFULNESS

• 4 WERE CHOSEN FOR THIS STUDY

• INTEREST/ENJOYMENT

• PERCEIVED COMPETENCE

• EFFORT/IMPORTANCE

• PRESSURE/TENSION

(INTRINSIC MOTIVATION INVENTORY, 2016)

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EXAMPLE SURVEY STATEMENTS

• I ENJOYED CONDUCTING RESEARCH VERY MUCH

• AFTER WORKING ON CONDUCTING RESEARCH FOR A WHILE, I FEEL PRETTY COMPETENT

• I AM SATISFIED WITH MY PERFORMANCE AT CONDUCTING RESEARCH

• I FELT VERY TENSE WHILE CONDUCTING RESEARCH

• I FELT PRESSURED WHILE CONDUCTING RESEARCH

• IT WAS IMPORTANT TO ME TO DO WELL AT CONDUCTING RESEARCH

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EXAMPLE ACTIVITY WITH FEEDBACK @MariaRBarefoot

EXAMPLE ACTIVITY WITH FEEDBACK @MariaRBarefoot

FEEDBACK ACTIVITY

• WHAT IS OBESITY AND WHY IS IT AN IMPORTANT ISSUE?

• ARE VACCINES MORE HARMFUL THAN SAFE?

• UNDERSTANDING THE BRAIN ACTIVITY OF AN AUTISTIC CHILD OR BEHAVIORAL ELEMENTS OF

AUTISM.

RESULTS

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MEAN SCORES FOR EACH SUBCATEGORY

BY GROUP

INTEREST/ENJOYMENT: SIGNIFICANT DIFFERENCE

PERCEIVED COMPETENCE: SIGNIFICANT DIFFERENCE

EFFORT/IMPORTANCE: NO SIGNIFICANT DIFFERENCE

PRESSURE/TENSION: SIGNIFICANT DIFFERENCE

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P-VALUES BY SUBCATEGORY

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OVERALL POSITIVE AND NEGATIVE

MEANS FOR EACH GROUP

SIGNIFICANT DIFFERENCE BETWEEN THE

CONTROL AND INTERVENTION GROUPS

NO SIGNIFICANT DIFFERENCE BETWEEN

CONTROL-HONORS AND INTERVENTION

GROUPS

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P-VALUES FOR OVERALL AVERAGES

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LIMITATIONS

• USING ONLY 4 SUBSCALES INSTEAD OF ALL 6

• NOT ABLE TO DETERMINE IF THE FEEDBACK OR THE EXTRA INSTRUCTION WAS MORE CRUCIAL

TO MOTIVATION

• NOT ABLE TO DETERMINE STUDENT MOTIVATION WHILE ACTUALLY CONDUCTING RESEARCH

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IMPLICATIONS HONORS STUDENTS ARE ALREADY HIGHLY

MOTIVATED TO CONDUCT RESEARCH

NON-HONORS STUDENTS WERE

SIGNIFICANTLY MORE MOTIVATED WITH

FEEDBACK AND 2 INSTRUCTION SESSIONS

THAN WITHOUT

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REFERENCES Cantillion, P., & Sargeant, J. (2008). Giving feedback in clinical settings.

BMJ, 10, 337. http://dx.doi.org/10.1136/bmj.a1961

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory

of human motivation, development, and health. Canadian Psychology/

Psychologie Canadienne, 49(3), 182-185. doi:10.1037/a0012801

Henry, J., Glauner, D., & Lefoe, G. (2015). A double shot of information

literacy instruction at a community college. Community and Junior College

Libraries, 21(1-2), 27-36. http://dx.doi.org/10.1080/

02763915.2015.1120623

Keller, J. M. (2010). Motivational Design for Learning and Performance. New

York, NY: Springer.

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and

self-regulated learning: a model and seven principles of good feedback

practice. Studies In Higher Education, 31(2), 199-218. doi:10.1080/

03075070600572090

Wollenschlager, M., Hattie, J., Machts, N., & Harms, U. (2016). What makes

rubrics effective in teacher-feedback? Transparency of learning goals is

not enough. Contemporary Educational Psychology, 44-45, 1-11.

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