Narrative immersion for information literacy: A pilot study

Abstract

Aspects of storytelling may be leveraged to foster greater motivation in student research projects. Recognizing this possibility, the following mixed‐method pilot study explores the effects of reading creative nonfiction on student inquiry within an information literacy (IL) course to spark interest in their topic. Participants reported time‐on‐task and source exploration, responded to scales of narrative immersion, interest, and self‐regulation, then responded to reflective prompts. Results show a correlation between situational interest in the topics of IL and inquiry and mental and emotional involvement in a narrative. Further study, however, is necessary to establish the motivational affordances of storytelling and narrative in facilitating student inquiry. Such research may inform IL pedagogy and instructional design practices.

How Does Awe Fuel Information Seeking? A Mixed‐methods, Virtual Reality Study

“…This study considered VR‐induced awe—a perception‐expanding, epistemic state—as a tactic to increase motivation for information seeking. Other information researchers have tested novel tools for increasing motivation in student inquiry projects, such as video games (Urban, 2019) and creative nonfiction (Urban et al, 2020). This preliminary study's findings suggest that awe‐inspiring VR content may be another valuable technique, but future design research is necessary to uncover the gap between intent and behavior.…”

Exploring enigmas: Information seeking after exposure to virtual reality awe elicitors

“…As information scholars, we recognized the perennial need for natural motivations to support self-generated information seeking into instruction, particularly for student orientations to information literacy (Gross & Latham, 2011). Building upon our previous research into the motivational affordances of creative narrative in college-level information literacy instruction, especially initial insights regarding emotional investment and feelings of dissonance (Urban et al, 2020), we shifted our focus to explore awe-an undeniably powerful human experience.…”

Digital wonders: examining awe-inspiring virtual reality as a tool to promote curiosity and exploration

“…Although research shows that awe may relate to dispositional curiosity (Anderson et al, 2020), science interest (Valdesolo et al, 2017), and knowledge gaps (McPhetres, 2019), there are not, to the best of my knowledge, any empirical studies on how awe instills curiosity and the resulting behavior of information seeking. Researchers have tested various tactics to increase motivation in student inquiry projects, such as alternate reality scenarios (Bonsignore et al, 2013), video games (Urban, 2019), and creative nonfiction (Urban et al, 2020). If awe induced by VR fosters intrinsic motivation for information seeking, stakeholders in both formal and informal learning environments may find value in incorporating virtual awe elicitors within their curricula.…”

“…If particular virtual awe elicitors do increase curiosity, educators may leverage VR to raise student motivation for conducting authentic research. Researchers have tested various tactics to increase motivation in student research projects, such as alternate reality scenarios (Bonsignore et al, 2013), video games (Urban, 2019), and creative nonfiction (Urban et al, 2020). Because awe-inspiring virtual experiences may be another tool for stakeholders in both formal and informal learning environments, I focused on undergraduate students in this dissertation.…”