Cognitive Recall Assignment: Autonomy

Cognitive Recall Assignment: Autonomy

Library instructors have a critical role in any learning environment or institution. They deal with a wide variety of students, including adults pursuing higher education. Information literacy will only matter to learners if library instructors develop ways of understanding learners’ both intrinsic and extrinsic motivation, including their desires. The methods are diverse, and none is specific to any library.

Answer to Question 1

Library instructors may use intrinsic motivating factors such as the setting of goals that are specific to each student; the goals may relate to self-esteem according to the availability of performance feedback. Students tend to exert effort if the tasks given stimulate curiosity through uncertainty or challenge and if it promotes satisfaction through a sense of completeness or self-control (Kurti, Kurti & Fleming, 2014). According to a neurological study, curiosity makes the brains more receptive towards learning, as students learn, the more they enjoy the learning sensation. This research discovered that once curiosity had been sparked in students by asking of the right question, there was an increased activity within the hippocampus, the region of the brain responsible for memory creation.

Also, having a reward system in place for those students completing their tasks is a motivational tool that library instructors can use. In my library context, I would arouse learners’ curiosity by encouraging them to research more on the subject and give feedback on what they might have discovered that I had not taught (Wiggins, Wiggins & McTighe, 2005). Encouraging learners to engage in research motivates them to be active participants in the research process and the learning environment. Research is an iterative process where the more in-depth learners engage in research, the more questions arise, which eventually leads to new ideas, improvements, and revisions. I would also put in place a reward system for students who achieve or complete given tasks. This would motivate others who were unable so that they work harder in the next task.

Research indicates that if rewards are executed carefully and thoughtfully, such as the reward of students with mastery of particular subjects, task or skill such as solving a problem is better than rewards for performance, such as attaining a specific test benchmark (Usher & Kober, 2012). I will, therefore, resort to rewarding particular actions that are in the control of the student, such as homework completion, which leads to better results compared to accomplishment rewards that may seem out of student’s reach.

Answer to Question 2

Autonomy supportive style has been associated with learner motivation more successfully than rather than a controlling learning environment. Within a supportive autonomy style of learning, students benefit from a sizeable amount of support in the reevaluation of their errors during a lesson. Learners might also feel more autonomous when allowed to take an active role during lessons, for instance, in times of practical activities. Specifically, in an autonomy-supportive environment, learners are encouraged to be active participants without being forced or coerced (Furtak & Kunter, 2012). hus, this type of reform-oriented classroom seems to be intrinsically more rewarding compared to traditionally controlled classroom setups increasing the learning experience.

I have engaged in controlling behaviors in my library. As much as a free environment is preferred, there are some instances where I have forced students to perceive the teaching from my point of view only or directed them to act in a particular way, thus adopting a controlling style. I had to take a control approach when the classroom was overwhelmed by negative emotions due to negative events. In the realization that negative events hold much power compared to positive events in classroom setups (Baumeister, Bratslavsky, Finkenauer, & Vohs, 2001), I had to employ an overwhelming amount of positive strategies to overcome the negative emotions. I have discovered that negative emotions have effects on learning where learners are unable to focus and also limiting their problem-solving abilities. To move away from these outcomes, I might adopt the use of a more suggestions tone rather than using a commanding one. This would show the students that I value and appreciate their inputs in the tasks that they are given. Other ways that I can use to support learners autonomy is putting in place a communication system where students would feel free and comfortable to air their feedback or feeling towards the tasks at hand.

Answer to Question 3

Librarians can cultivate a positive relationship between themselves and their students. This will create a positive atmosphere where both of the parties, teachers, and leaners, feel the joy and the warmth to establish a strong learning determination, mutual acceptance, mutual respect and mutual giving to learning. The instructor should strive to have a strong, genuine bond with their students (William-Pierce, 2011). It is necessary that I, as the instructor, focus on self-development to create a positive educational-based relationship with the students. The positive relationships have a positive effect on learning motivations, outcomes of learning, and the well-being of students. The positive relationship establishment is the strategy that I would use in my library. The biggest challenge to this strategy would be in situations where students feel uncomfortable opening up to a person they see as a stranger. It cannot be overcome in one day, but by gradually offering my support and being there for them, I believe with time, they will feel free to be more open to me about what they are going through and what they would need from me.

References

Furtak, E., & Kunter, M. (2012). Effects of Autonomy-Supportive Teaching on Student Learning  and Motivation. The Journal of Experimental Education, 80(3), 284-316.

Kurti, S., Kurti, D., & Fleming, L. (2014). The Philosophy of Educational Makerspaces: Part 1 of   Making an Educational Makerspace. Retrieved 25 January 2020, from             http://www.evergreeneducation.org/itie2016/KurtiArticlePart1.pdf

William-Pierce, C. (2011). Five Key Ingredients for Improving Student Motivation.

Retrieved 25 January 2020, from https://scholarsarchive.library.albany.edu/cgi/viewcontent.cgi?article=1000&context=math_fac_scholar.

Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria. VA:     ASCD.

Usher, A., & Kober, N. (2012). Student Motivation: An Overlooked Piece of School Reform. Summary. Center on Education Policy.