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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
@MariaRBarefoot
MOTIVATION
@MariaRBarefoot
“
”
TEACHERS CANNOT CONTROL STUDENT MOTIVATION, BUT THEY CERTAINLY DO INFLUENCE IT
- JOHN M KELLER, MOTIVATIONAL DESIGN FOR LEARNING AND PERFORMANCE
@MariaRBarefoot
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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