Motivating African-American College Students through Course-Integrated Library Instruction: Exploring the Role of Encouragement

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Higher Education

Presenter Information

Jeffrey M. Mortimore, Bennett College for WomenFollow
Amanda Wall, University of North Carolina at Greensboro

Location

Room 1002

Proposal

See presentation description.

Presentation Description

This presentation will explore the unique role course-integrated library instruction may play in increasing academic motivation among African-American college students. Drawing upon recent work in student motivation, the presenters argue that perception of faculty encouragement is the single most important predictor of African-American college students’ academic self-concept, trumping both academic performance (e.g., grades) and school environment (i.e., HBCUs vs. PWCUs). Given this link between encouragement and academic self-concept, course-integrated library instruction becomes an arena in which librarians may support the development of students’ self-concept, thus increasing motivation. Presenters will discuss the role of encouragement in course-integrated instruction, and suggest how to achieve greater perception of encouragement, both during and after instruction. Lastly, the presenters will consider ramifications for instructional services programs at HBCUs by reviewing recent experiences at Bennett College for Women in Greensboro, NC.

Keywords

Information literacy, African-American students, Student motivation, Library instruction, Faculty encouragement

Publication Type and Release Option

Presentation (Open Access)

Recommended Citation

Mortimore, Jeffrey M. and Wall, Amanda, "Motivating African-American College Students through Course-Integrated Library Instruction: Exploring the Role of Encouragement" (2009). Georgia International Conference on Information Literacy. 53.
https://digitalcommons.georgiasouthern.edu/gaintlit/2009/2009/53