Literaturnachweis - Detailanzeige
| Autor/inn/en | Small, Ruth V.; Arnone, Marilyn P. |
|---|---|
| Titel | Motivation Power: Exciting Kids about Research. |
| Quelle | (2001), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; Information Literacy; Information Skills; Instructional Innovation; Learning Activities; Learning Strategies; Skill Development; Student Interests; Student Motivation; Student Projects; Student Research |
| Abstract | In the past 15 years, a number of information literacy models have been developed to describe the skills needed to successfully conduct research and solve information problems. All of these models are useful and share a common framework that the authors have synthesized into eight major categories of information skills, each with a set of sub-skills, sequenced across three broad research stages. The format of this list is not intended to imply a lockstep linear process but, in actuality, represents an iterative process in which any or all skills may be revisited in order to modify or expand on previous ones. The Beginning Stage includes definition, selection, and planning; the During Stage includes exploration, collection, and organization; and the Ending Stage includes presentation and evaluation. Based on what is known from Kuhlthau's research, at the beginning of the research process when students are required to define their research task, select and narrow their research topic, and plan their research strategy, motivational goals should lead to an instructional design that: generates student interest in the research process; helps students recognize the importance of learning information literacy skills; and builds students' confidence in their ability to successfully conduct research tasks. During the research process, as students explore, gather, and organize information, motivational goals should focus on: maintaining students' interest in the research process; promoting continued valuing of learning information literacy skills; and reinforcing students' confidence in their research ability. As students proceed through the concluding stage of the process in which their research results must be presented and evaluated, motivational goals should emphasize encouraging students' ongoing confidence in their research ability; promoting students' satisfaction in their research accomplishments; and motivating students' continuing information exploration. The underlying motivation theories for each of these stages are also specified. (Contains 10 references.) (AEF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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