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Students learn best when they are motivated by and interested in the subject. This unique manual shows librarians and instructors how to develop engaging courses that will compel students to become effective and successful users of Information both in their academic careers and their professional lives. teaches them to make information literacy courses more motivating to students and the value of intrinsic versus extrinsic motivation in instruction. Jacobson and Xu show how to utilize credit-bearing courses, course-related instruction, drop in sessions, and first-year programs to create exciting and enticing instruction for students. They provide librarians and class facilitators the tools to keep their students interested, with tips from instructors, notes from actual experience, innovative exercises and assignments, models of teaching behaviors, methods for increasing student participation, advice for assessment and grading, and considerations for Web-based instruction. Organized with easy-to-read charts, tables, references, and sample sheets, this is the ideal tool for developing new information literacy instruction or reinvigorating existing courses.

Tabla de contenidos provista por Syndetics

• List of Figures(p. v)
• Series Editor's Foreword(p. vii)
• Preface(p. ix)
• Acknowledgments(p. xiii)
• Part I Motivational Theory for Instruction
• Chapter 1 Motivation and Learning Theory(p. 3)
• Learning Theories(p. 4)
• Intrinsic versus Extrinsic Motivation(p. 4)
• ARCS Model(p. 7)
• References(p. 9)
• Chapter 2 The Use of Motivational Theories in Various Instructional Models(p. 11)
• Course-Related Instruction(p. 11)
• Drop-In Sessions(p. 14)
• First Year Experience Programs/Learning Communities(p. 15)
• Credit-Bearing Courses(p. 17)
• References(p. 19)
• Part II How to Build Motivation into Instruction
• Chapter 3 Initial Course Design(p. 23)
• Course Topics(p. 23)
• Course Goals and Objectives(p. 24)
• Methods of Instruction(p. 27)
• Course Assignments(p. 28)
• Course Syllabus(p. 28)
• First Day of Class(p. 38)
• ARCS Motivation Model and Initial Course Design(p. 39)
• References(p. 41)
• Chapter 4 Better Teaching Behaviors(p. 43)
• Enthusiasm(p. 44)
• Clarity(p. 48)
• Interaction(p. 55)
• ARCS Motivation Model and Teaching Behaviors(p. 62)
• References(p. 63)
• Chapter 5 Active Learning Techniques(p. 65)
• Active Learning in the Classroom(p. 65)
• Cooperative Learning(p. 67)
• Writing to Learn(p. 72)
• Discovery Learning(p. 75)
• Key Characteristics of Active Learning Techniques(p. 83)
• ARCS Motivation Model and Actively Engaging Students(p. 84)
• Further Resources(p. 84)
• References(p. 85)
• Chapter 6 Student Autonomy(p. 87)
• Student Choices(p. 87)
• ARCS Motivation Model and Student Autonomy(p. 88)
• Caveats(p. 89)
• Implementing Student Autonomy(p. 90)
• Final Thoughts on Student Autonomy(p. 98)
• References(p. 99)
• Chapter 7 Authentic Assessment(p. 101)
• What is Authentic Assessment?(p. 101)
• Related Assessment Terms(p. 103)
• ARCS Motivation Model and Authentic Assessment(p. 105)
• Types of Authentic Assessment(p. 108)
• Assistance with Authentic Assessment(p. 124)
• References(p. 124)
• Chapter 8 Online Teaching Situations(p. 127)
• Features of Online Instruction(p. 127)
• ARCS Motivation Model and Online Teaching Situations(p. 128)
• Techniques for Increasing Motivation in Online Classes(p. 129)
• Assistance with Online Teaching(p. 137)
• References(p. 138)
• Index(p. 139)
• About the Authors(p. 143)