Document Type

Article

Date

Summer 2009

Embargo Period

4-17-2012

Keywords

information skills, information literacy, American Association of School Librarians, Standards for 21st Century Learners, student success, Perceived Confidence in Information Skills, PCIS, IMR, intrinsic motivation for research

Disciplines

Library and Information Science

Description/Abstract

The American Association of School Librarians’ Standards for the 21st Century Learner make clear that information skills alone are not sufficient for student success; students must also value those skills, use them in a productive and responsible manner, and have the motivational “dispositions in action” to support successful research and independent lifelong learning. Self-determination theory highlights perceived competence and autonomy as two basic psychological needs that support intrinsically-motivated behavior. This study investigates the extent to which context factors inherent to the school library influence students’ perceived competence in the domain of information skills (PCIS), and their intrinsic motivation for research (IMR). The study explores this relationship among 1272 eighth grade 13-year old students in 20 states. Findings indicate that student perceptions of their school librarian’s autonomy supportiveness and their perceptions of the librarian’s technology competence contribute significantly to PCIS and IMR. These findings are important in that they highlight the important role that the school librarian may play in influencing student affect towards the activity of information uses and research, and likely their consequent learning outcomes.

Source

local input

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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