“But I Know How to Google”: Motivating Volunteers in an Information Literacy Module

“But I Know How to Google”: Motivating Volunteers in an Information Literacy Module

Kirsten Hostetler (Old Dominion University, USA) and Kim Pinckney-Lewis (Old Dominion University, USA)
Copyright: © 2020 |Pages: 29
DOI: 10.4018/978-1-7998-0054-5.ch016

Abstract

An up-front analysis is crucial to ensuring a need is learning-related and the resulting intervention actually meets that need for learners. The current case study explores how two instructional designers adopted a systems approach for their performance analysis, with a major focus on learner analysis as a means to understand the underpinnings of the social system within the client organization, which more clearly revealed potential motivations of the learners. As a result, the two designers delivered an eLearning module that 1) combats an actual gap in knowledge and skill, 2) is relevant to the intended audience, and 3) is compatible with the organizational culture and infrastructure.
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Setting The Stage

Volunteers staffing the CYCL play an important role in the organization. They receive extensive training in crisis interventions as well as counseling techniques and dealing with critical issues. The CYCL Program Manager, Program Coordinator, and Lead Counselor are the full-time staff who provide direct oversight and supervision to the crisis line volunteers. In coordination with the Training and Development Specialist, the staff is responsible for orientation and continuing education to prepare volunteers for their high-intensity responsibilities. With experiences in counseling, social work, and non-profits, the employees are content experts and approach training with professional techniques like motivational interviewing and observational training through shadow experiences. There are no instructional design specialists on staff to consult on additional training approaches.

The most frequently utilized technology by CYCL volunteers is software designed specifically for non-profits running a crisis line called iCarol. This software is a web-based application that allows for shift scheduling, statistics tracking, data analysis, resource sharing, and case management. However, iCarol was not designed to deliver and organize training, and CYCL was looking for a technology-based learning solution without having to retrofit software that was not designed for the purposes of training.

Key Terms in this Chapter

SCORM Compliant: An acronym that stands for Shareable Content Object Reference Model that refers to standards allowing interoperability between eLearning platforms.

Information Literacy: The reflective discovery of an information need, recognition of how to identify appropriate resources to meet this need, and process of evaluating credibility and authority of information once a resource is found.

Resource Brokering: The identification, selection, and arrangement of resources dependent on the specific callers’ needs.

Learner Analysis: Process of capturing information about the intended learners of an intervention (i.e., demographics, specific characteristics, motivation, attitudes, expectations, aspirations) to better inform the design of the intervention.

Systems Theory: Interdisciplinary design theory that attempts to describe how interdependent parts are structured, related, and interact to affect the whole of the system.

ARCS Model: Developed by John M. Keller (1983) , this motivational model is an overlay framework to be used in parallel to other design models. Designers should consider a learner’s Attention, the content Relevance in the context of the learner, the learner’s Confidence in being successful in the lesson, and the learner’s Satisfaction in achievement.

ROI MethodologyTM: A systematic process involving the targeted collection of data that enables practitioners to show the value of their interventions.

CRAAP: An acronym referring to source evaluation techniques: currency, relevance, accuracy, authority, and purpose.

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