Cultivating Critical Information Evaluation through Motivational Confidence: An Exploratory Crosswalk Analysis
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| Title: | Cultivating Critical Information Evaluation through Motivational Confidence: An Exploratory Crosswalk Analysis |
|---|---|
| Language: | English |
| Authors: | Victoria Dawkins, Samantha LeGrand |
| Source: | Journal of Information Literacy. 2024 18(2):87-107. |
| Availability: | CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Literacy, Teaching Methods, Information Sources, Critical Literacy, Evaluation, Student Empowerment, Librarians, Library Instruction, Self Esteem, Student Development, Learning Motivation, Academic Libraries, Learning Strategies, Student Participation |
| ISSN: | 1750-5968 |
| Abstract: | From checklists, to processes, to models, information literacy (IL) instructors have sought to better teach students how to evaluate the information they encounter, increasingly through critical information literacy (CIL) pedagogies. CIL engages high-impact pedagogical practices as students direct their learning through dialogue and problem-posing, but there are persistent barriers to implementing CIL pedagogies at scale. Drawing from motivational design can empower librarians to advance CIL and empower students to critically evaluate information. Although many evaluation pedagogies employ general motivational strategies, there is a gap in the literature exploring the application of one specific component of motivation: "confidence." This conceptual and exploratory study aims to: 1) determine the connections between motivational design and IL pedagogy, specifically related to confidence-building strategies and critical approaches to evaluating information; and 2) map the integration of confidence-building design and CIL practices to provide suggestions for practical application. The researchers employ a crosswalk analysis to demonstrate how IL instructors can overcome barriers to implement CIL instructional practices through confidence-building design that illuminates students' abilities to learn and make a meaningful impact. In taking a confidence-building, critical focus to designing evaluation instruction, IL instructors reframe information evaluation as a participatory place for critical questioning, exploration, creative expression, and dialogue. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455979 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Cultivating Critical Information Evaluation through Motivational Confidence: An Exploratory Crosswalk Analysis – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Victoria+Dawkins%22">Victoria Dawkins</searchLink><br /><searchLink fieldCode="AR" term="%22Samantha+LeGrand%22">Samantha LeGrand</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Information+Literacy%22"><i>Journal of Information Literacy</i></searchLink>. 2024 18(2):87-107. – Name: Avail Label: Availability Group: Avail Data: CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: JIL@cilip.org.uk; Web site: https://journals.cilip.org.uk/jil/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Literacy%22">Critical Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Instruction%22">Library Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1750-5968 – Name: Abstract Label: Abstract Group: Ab Data: From checklists, to processes, to models, information literacy (IL) instructors have sought to better teach students how to evaluate the information they encounter, increasingly through critical information literacy (CIL) pedagogies. CIL engages high-impact pedagogical practices as students direct their learning through dialogue and problem-posing, but there are persistent barriers to implementing CIL pedagogies at scale. Drawing from motivational design can empower librarians to advance CIL and empower students to critically evaluate information. Although many evaluation pedagogies employ general motivational strategies, there is a gap in the literature exploring the application of one specific component of motivation: "confidence." This conceptual and exploratory study aims to: 1) determine the connections between motivational design and IL pedagogy, specifically related to confidence-building strategies and critical approaches to evaluating information; and 2) map the integration of confidence-building design and CIL practices to provide suggestions for practical application. The researchers employ a crosswalk analysis to demonstrate how IL instructors can overcome barriers to implement CIL instructional practices through confidence-building design that illuminates students' abilities to learn and make a meaningful impact. In taking a confidence-building, critical focus to designing evaluation instruction, IL instructors reframe information evaluation as a participatory place for critical questioning, exploration, creative expression, and dialogue. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1455979 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1455979 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 87 Subjects: – SubjectFull: Information Literacy Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Information Sources Type: general – SubjectFull: Critical Literacy Type: general – SubjectFull: Evaluation Type: general – SubjectFull: Student Empowerment Type: general – SubjectFull: Librarians Type: general – SubjectFull: Library Instruction Type: general – SubjectFull: Self Esteem Type: general – SubjectFull: Student Development Type: general – SubjectFull: Learning Motivation Type: general – SubjectFull: Academic Libraries Type: general – SubjectFull: Learning Strategies Type: general – SubjectFull: Student Participation Type: general Titles: – TitleFull: Cultivating Critical Information Evaluation through Motivational Confidence: An Exploratory Crosswalk Analysis Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Victoria Dawkins – PersonEntity: Name: NameFull: Samantha LeGrand IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 1750-5968 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Journal of Information Literacy Type: main |
| ResultId | 1 |
