TY  - JOUR
AB  - Purpose This paper aims to provide an overview of Keller’s ARCS (attention, relevance, confidence and satisfaction) model of motivational design and explores how three instruction librarians at different institutions have integrated the model into their teaching practices to improve student motivation during information literacy (IL) sessions.Design/methodology/approach Case studies describe how instruction librarians began to incorporate the ARCS model into library instruction. Three librarians used self-reflective practice and a range of assessment techniques to evaluate and improve teaching practice.Findings ARCS is valuable for improving student engagement during IL instruction. The authors suggest best practices for learning about and integrating the model and propose instructional strategies that align with it.Originality/value This paper fills a gap in literature on practical applications of motivational design in library instruction and suggests best practices for teaching and assessment using the ARCS model.
VL  - 45
IS  - 2
SN  - 0090-7324
DO  - 10.1108/RSR-10-2016-0057
UR  - https://doi.org/10.1108/RSR-10-2016-0057
AU  - Reynolds Krista M.
AU  - Roberts Lindsay Michelle
AU  - Hauck Janet
PY  - 2017
Y1  - 2017/01/01
TI  - Exploring motivation: integrating the ARCS model with instruction
T2  - Reference Services Review
PB  - Emerald Publishing Limited
SP  - 149
EP  - 165
Y2  - 2024/04/24
ER  -