LSC 528 Annotations

Annotation #1 Topic: Motivational Theory

Keressen-Griep, J., & Hess, J., & Trees, A. (2003). Sustaining the desire to learn:                   dimensions of perceived instructional facework related to student involvement and motivation to learn. Western Journal of Communication, 67(4), 357-381.

Presents findings of a study that examines the concepts of face and face-work as related to instructional motivation. Explains how face and face-work can be challenged in class-room environments and how these factors can affect the students motivation to learn. Discusses the implications of this study and future areas for study.

Ware, S. (2002). IDNA for librarians: assessing instructional development needs. portal: Libraries and the Academy, 2(3), 401-412.

Discusses the need for instructional development models in libraries as librarians are increasingly becoming responsible for instruction with the emergence of information literacy standards. Presents trends in instructional development in higher education. Findings of the Instructional Development Needs Analysis (IDNA) survey of librarians are discussed as well as its implications for librarians.

Drabenscott, K.M. (2003). Interactive multimedia for library-user education. portal: Libraries and the Academy, 3(4), 601-613.

Presents details of an ongoing study to incorporate multimedia tools into library-user education. Objectives of the LUMENS project are outlined, as well as the nine tasks that create the framework of the project. Concludes this project will enhance librarians' knowledge of the effectiveness of interactive multimedia for library users.

Van Gervan, P., & Paas, F., & Van Merrienboer, J., & Hendriks, M., & Schmidt, H. (2003). The efficiency of multimedia learning into old age. British Journal of Educational Psychology, 73, 489-505.

Posits that the Cognitive Load Theory (CLT) is a good instructional theory to utilize when studying the specific learning needs of elders. Presents the findings of a study based on this theory which examines the effectiveness of multimedia based work-examples for achieving the goal of life-long learning.

McColl, R.I., & Johnson, A. (2001). The comparative effectiveness of conventional and digital image libraries. Journal of Audiovisual Media in Medicine, 24(1), 8-15.

Compares the effectiveness of a conventional slide library to an image database in a medical setting. Presents the findings of a comparative study in a specific hospital where the doctors transition from one format to the other. Discusses the challenges and benefits of each type of format.

Mediatore, K. (2003). Reading with your ears: reader's advisory and audio books. Reference and User Services Quarterly, 42(4), 318-323.

Presents information on the variety of patrons who listen to audio books, and the appeal factors the librarian must consider when recommending audio books, such as listener format preferences. Discusses readers advisory tools that are available, and ways to assess the quality of an audio book for your collection.

Nixon, H. (2001). Film and video bridge popular and classroom cultures. Journal of Adolescent & Adult Literacy, 44(5), 480-483.

Discusses the integration of the film The Matrix into a high school English class. This enabled students to demonstrate intertextual knowledge, and to demonstrate knowledge acquired outside of the classroom.  Challenges educators to explore ways to integrate these types of media into a traditional curriculum.

Willis, L., & Lockee, B.  (2003).  A pragmatic instructional design model for distance            learning.  International Journal of Instructional Media, 30(4), 9-17.

Distance learning requires different considerations than traditional face-to-face instruction.  Different needs that instructors must consider are presented, as well as ways to address these needs. The Pragmatic Instructional Design Model for Distance Learning presents the steps necessary to initiate, implement and evaluate a distance learning program. 

Smith, A. (2004). Online learning for digital librarians. Education for Information, 22, 23-30.

Discusses the implementation of on-line learning for a digital library course. Presents the benefits and concerns over web-based learning, and how to accommodate a variety of students. Results of a student survey are shown; demonstrating the issues one must bear in mind when using the internet to conduct a course.

Keith, M., & MacKay, V., & Binger, C. (2000). Claiming our future as media specialists.              Book Report, 19(2), 6-9

Provides guidelines for media specialists to ensure they keep their role in education in the future.  Suggestions are given on ways to incorporate technology into the library to demonstrate relevance to the school.   Incorporating these guidelines will help media specialists at a time when needed support is often not given.