Borrowing from Health Communications to Motivate Students to Learn Information Literacy Skills

Autor/in	Banas, Jennifer R.
Titel	Borrowing from Health Communications to Motivate Students to Learn Information Literacy Skills
Quelle	In: Community & Junior College Libraries, 15 (2009) 2, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-3915
Schlagwörter	Information Literacy; Learning Motivation; College Libraries; Library Instruction; Instructional Effectiveness; Relevance (Education); Individualized Instruction; Electronic Learning; Tutorial Programs; Internet; Experimental Groups; Control Groups; College Students + Suchen Sie Ihr Suchwort? Informationskompetenz; Motivation for studies; Lernmotivation; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Bibliotheksverzeichnis; Unterrichtserfolg; Relevance; Relevanz; Individualisierender Unterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Collegestudent
Abstract	Given an unfamiliar audience, an undervalued skill, and a limited time to present, librarian information specialists need a prescriptive means to generate motivation to learn. Tailoring, more commonly used in health communications, could enhance perceived task attractiveness and relevancy. In a controlled trial, two groups were compared on the basis of exposure or non-exposure to a tailored lesson introduction prior to an online Website evaluation tutorial. The tailored introduction group reported significantly higher levels of task attractiveness before and after the tutorial; relevancy was significantly greater before, but not after the tutorial. Further research into tailoring is warranted. (Contains 5 tables and 6 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10