IST 617 Fall 2010
IT IS HIGHLY RECOMMENDED THAT STUDENTS READ THIS SYLLABUS THOROUGHLY AT
THE BEGINNING OF THE SEMESTER AND REREAD AT VARIOUS TIMES DURING THE
SEMESTER.
IST 617: Motivational Aspects of Information Use
Fall 2010
Tentative Course Syllabus
BASIC INFORMATION
Instructor:
Dr. Ruth V. Small
Laura J. & L. Douglas Meredith Professor
Director, Center for Digital Literacy
School of Information Studies, Syracuse University
340 Hinds Hall
Syracuse, New York 13244
Phone: (315) 443-4511; Email: drruth@syr.edu
Office hours: Upon request, Dr. Small will meet one-on-one with students in a chat room.
COURSE DESCRIPTION
This course focuses on motivation theories and models and their applications to information contexts. Through
readings, online discussions, and participation in class activities and assignments, students will learn about both
traditional and innovative applications of motivation theories and models for learning, work, and virtual
environments. Assignments are intended to give students a variety of learning experiences, from research to
development.
LEARNING OBJECTIVES
Students enrolled in IST 617 will:
o understand and become familiar with a variety of motivation theories, models, and concepts and their
interrelationships.
o be able to apply these theories, models and concepts to a variety of information problems and contexts.
READINGS
There is one required book for this course (see below). It may be purchased from an online bookstore (e.g.,
Barnes & Noble, amazon.com). You will also be asked to read additional materials, most of which are/will be
available on the iSchool’s learning management system (iLMS) site. Some additional recommended (not
required) readings, based on different career interests are included in this syllabus.
Required
Deci, Edward I. (1995). Why We Do What We Do: Understanding Self-Motivation. New York: Penguin Books
Highly Recommended
Pink, Daniel (2009). Drive: The Surprising Truth About What Motivates Us. New York: Riverhead.
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METHODS
This course is structured using two-week modules. The course will be conducted using a variety of instructional
formats such as lecture, discussions, guest speakers, case studies, group work, and other activities. Resources
such as handouts, PowerPoints, videos, and readings will be available on iLMS. A class schedule may be found
at the end of this syllabus. Students will be expected to read all presentations within each module and respond,
where appropriate. While students may post on weekends, Dr. Small will only officially check into the site on
Monday-Friday and will only respond to questions and comments or post grades on those days.
COURSE REQUIREMENTS
There are three main assignments for this course. Students will have an opportunity to (1) write a paper and
lead a class discussion on a particular motivation theory, (2) plan and carry out a motivation research or
development project in an information context, and (3) share motivation readings you have discovered that are
relevant to the information field. Class participation in discussions and activities is also required and graded.
Detailed instructions for each assignment are provided below, including the relative value of the assignment to
your course grade, based on a 100-point system. Students will be expected to creatively apply the motivational
theories and strategies they learn in class and in the readings to their assignments and presentations.
All assignments must reach Dr. Small no later than midnight on the indicated due date. Assignments submitted
late will be graded down one full grade for each week or partial week that it is late, unless prior arrangements
have been made with the course instructor.
Assignment #1: MOTIVATIONAL THEORY PAPER [30pts.]
(Due Date: TBA)
This assignment allows you to explore a motivational theory in some depth and to share what you have learned
with others in the class and beyond. Your paper will contribute to a Web site, “Motivation at a Glance,”
developed by two of our executive doctoral students, Sarah Chauncey and Pat McKenna.
First, you should go to the site at https://sites.google.com/site/motivationataglanceischool/ and explore it. You
will soon discover that this is a site-in-progress. Once you have explored the site and have a sense of its
purpose, content, and structure, you will need to choose one of the motivation theories listed down the left side
of the home page that is not on either the “In Process” or “Completed Master List” in the center of the home
page.
As soon as you have selected your topic, post it to the discussion board entitled “My Theory Topic.” As long as
no-one else has chosen that topic before you, that will be your topic for this assignment. If your topic has
already been chosen, you’ll need to return to the site and find another topic until you have found one that hasn’t
already been chosen. All topics must be selected by Friday, Sept. 3, 2010. If you are unsure about what topic to
choose or have not chosen a topic for whatever reason by that date, the instructor will assign a topic to you.
This assignment requires you to create the content as if it were going to be an entry for this Web site using a
template provided by the instructor and post it to a dedicated bulletin board, as well as to the Assignment Drop
Box. Requirements for entries differ for masters and doctoral students; masters students have an abbreviated
template while doctoral students are expected to use the complete template. You will need to review the
Contributor Directions video posted by Sarah Chauncey on the home page of the MaaG Web site for
instructions on how to complete the template. Outstanding entries for this assignment will be added to the
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MaaG site with full acknowledgement of the student’s contribution.
The due date for this assignment and the dates of your discussion will be assigned once you have posted your
topic, no later than Friday, Sept. 3. You will also be expected to lead a class discussion on your topic, to which
the other students should post comments, ideas, questions, etc. and you should respond to their postings. You
are not expected to be the ultimate expert on this topic but you should have learned enough to be able to
respond to most of these postings. All other students in the class are expected to respond to your paper (e.g.,
drawing connections to other topics covered in class, linking to required and/or optional readings, describing
how knowledge of this topic might be useful in their chosen career). For each two-week module, there will be at
least one discussion in session and everyone must participate in all weekly discussions.
You are expected to post one substantive posting for each required discussion and one substantive response to
another student’s response. Substantive means original, meaningful, thoughtful, and of sufficient length; for
most topics, 200 words minimum to 250 words maximum is considered sufficient (this is intended to prevent
overburdening you, your classmates, and the instructor with reading and to force you to express yourselves
succinctly and efficiently). Your initial posting must appear in Week 1 of that module and your response must
appear in Week 2.
For each module, please use the designated module discussion boards for discussions on the module topic
only. It is very distracting and unfair to other students to post messages unrelated to the module topic on a
module discussion board. The instructor will monitor all discussions but will only participate when appropriate
so as not to stifle student participation.
For personal exchanges or discussions related to course content but not relevant to the current module, please
go to the “Water Cooler” discussion board.
If you wish to discuss a topic not related to this course, please do so on “Student Chit Chat.”
There is also an “Ask Dr. Ruth” board. This should be used for course-related questions (e.g., assignments,
module content) only. You are asked to post these questions here because there are probably other students who
have the same or similar question and will benefit from the response.
For personal communications with Dr. Small, please use the site’s email function.
Deliverables: (1) submit motivation theory paper (20 pts) and (2) lead bulletin board discussion on your topic
(10 pts). The paper should be submitted to the appropriate bulletin board and to the Assignment Drop Box by
the assigned due date provided by the instructor during the first week of class.
Evaluation Criteria: Your paper will be assessed on the following criteria: organization, creativity, clarity,
appropriateness, accuracy (including grammar and spelling), thorough coverage of topic, completeness,
appropriate citation of references used. Your discussion facilitation will be assessed on the following criteria:
high quality interaction; consistent level of feedback, and motivational quality.
Assignment #2: Reflection Paper [15 pts.]
(Due Date: Dec. 10, 2010)
This assignment requires you to reflect on what you are reading and learning about various motivation theories,
concepts and applications and situate it in the context of the information field. For this assignment, write a paper
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of 1200-1500 words (12 pt. font, double spaced, 1” margins) that describes (1) the information context in which
you currently or will work; (2) those theories, concepts, readings, assignments, and/or activities that appear to
be most relevant and useful for you to apply to your current/future workplace; (3) how and with whom you will
apply what you have learned and why; (4) what outcomes you expect from that application; and (5) what you
would have liked to have learned more about or intend to learn more about after the course ends.
Evaluation Criteria for Assignment #2: Your paper will be assessed on: creativity and motivational appeal,
organization, clarity, accuracy (including grammar and spelling), and completeness (thoroughly address all
required sections).
Assignment #3: STUDENT CHOICE PROJECTS [40pts.]
(Due dates: October 25 & November 29, 2010)
This assignment allows you an opportunity to choose your project preferences from a variety of possible
assignments that require you to apply your newly-learned knowledge and skills to an authentic experience. You
must select two of the six choices described below (each is worth 20 points).
You will be expected to submit the first of these to the appropriate drop box on or before October 30 and the
second one on or before December 4. Doctoral students are expected to select at least one of the research
options.
Choice #1: Research Paper
If you choose this option, you may select among any of the following suggested topics (or submit your own
topic to Dr. Small for approval). You should be sure to choose a topic that interests you and that has some
relevance to your current and/or future career goals. You should also choose to research a topic in the
information context in which you do or plan to work. For example, if you are an LIS student and choose the
topic of autonomy support in the workplace, you should explore this topic in a library context, while an IM
student may want to explore this topic in a business context, etc.
Here are some possible topics:
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 Perceived competence with technology in
information organizations
 Motivating public library users through games
 Motivational information systems
 Trust as a motivator in the information-related
workplace
 Motivation and the design of social networks
(e.g., Facebook)
 Token economies in school libraries
Children’s curiosity in libraries or museums
Rewards for information workers
Impact of praise on library aides
Autonomy support of IT staff
Flow and creativity in Web design
The importance of choice for IT employees
Individual interest and persistence at an
information-seeking task
Information seeking and uncertainty in
academic libraries
Deliverables: This assignment requires you to submit the following:
Part I (1000-1500 words)
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1. definition of key terms,
2. review of literature related to your topic
3. an analysis of why this topic is important and to whom
Part II (300-500 words)
1. Your thoughts and opinions about this topic and its relation to the topics we have been studying this
semester.
2. A reflection on what you learned about motivation from this experience.
Both parts should be submitted as one document to the appropriate Assignment Drop Box.
Evaluation Criteria: organization, creativity, clarity, appropriateness, accuracy (including grammar and
spelling), thorough coverage of topic.
Choice #2: Conduct a Case Study
This project requires you to spend at least 30 hours at an organization that is focused on information services
and/or resources (e.g., reference desk at an academic library, IT department in a corporation, children’s room in
a public library) and to interview an appropriate, mid-level manager at the site. If you choose this project, you
will need to identify a setting (past students have used settings as varied as a bus company, a public library, a
school, a university department) in which you will explore how people are motivated or de-motivated.
You will need to go to that setting and spend some time (a minimum of 30 hours) observing it, noting any
examples of strategies used by managers that motivate or de-motivate their employees. If you work in a setting
that you have chosen to use for this assignment, you will be expected to spend at least 45 hours in observation.
You will need to (1) keep a log of your days/time spent/location of observations and (2) interview a manager or
director of this organization, asking questions to determine what types of motivational strategies he/she uses to
motivate employees. These questions include:
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In what ways, if any, do you make your employees’ work interesting or stimulating?
In what ways, if any, do you demonstrate to customers/clients/users the importance or meaningfulness
of your services or products?
How do you demonstrate to employees that their work is meaningful or important?
In what ways, if any, do you use to help employees feel empowered and competent?
Do you reward your employees for good work? If so, how?
In what ways, if any, do you use technology to make work more interesting or meaningful to your
employees?
How do you make your services/products appealing to potential clients/users/customers?
Deliverables: This assignment requires you to write up the following:
Part I is a description of the setting and reasons for selecting it and a summary of your observations and
interviews (1000-1500 words).
Part II is an analysis of what you found and suggestions (based on theories and concepts covered in class) for
additional ways in which motivation could be integrated into this organization and a reflection on what you
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learned about motivation from this experience (500-700 words).
Both parts should be submitted as one document to the appropriate Assignment Drop Box.
Evaluation Criteria: organization, creativity, clarity, appropriateness, accuracy (including grammar and
spelling), thorough coverage of topic
Choice #3: Design a Motivational Information Innovation
For this assignment, you will use your creativity to design an innovation for the information field that
incorporates motivational aspects related to the class readings and discussions. This might be a physical artifact
(e.g., an invention), a new information service or business, a new information technology, or could be a new
way of completing a process or task.
Deliverables. This assignment has two required outcomes:
Part I is a written paper (1500-2000 words) that includes:
 a full and detailed description of the innovation,
 how it works,
 by or for whom it is designed to be used or implemented,
 your reasons for creating it/the need, what it replaces and
 an explanation of why a replacement is needed, and what additional innovations might be needed should
your innovation actually be produced or implemented.
Part II includes some type of media/technology demonstration of the innovation (e.g., an online animated
drawing of the innovation, a video simulating use of the innovation, a Web site that provides the context for the
innovation) and a 300-500 word reflection of what you learned about motivation from this experience.
Both parts should be submitted together to the appropriate Assignment Drop Box.
Evaluation Criteria: organization, creativity, clarity, appropriateness, accuracy (including grammar and
spelling), thorough coverage of topic
Choice #4: Create a Motivating Game
This assignment requires you to use your creativity to create a motivating online game (relevant to the
information field) for any age from preschool to adult.
First, you will need to choose the level of your target audience (e.g., preschool, primary (K-2), upper
elementary (3-5), middle (6-8), high school (9-12), college, adult.
Once you know the content for your game, you need to actually create the game (there are several Web sites
that help you do this) and then test it with at least three members of your target audience. When testing your
game, you will need to note any issues that arise and document evidence that the game in motivating to the
player.
Deliverables. This assignment requires you to complete two parts:
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Part I is a full and detailed description of your game (1500-2000 words), a link to the game, how and why you
created it, directions for playing it, for whom it is designed to be used, how it is related to the information field,
on what motivational theories or models it is based, and what motivational strategies it includes.
Part II is a reflection (300-500 word) on the process you went through/thought about to create your game,
particularly the design of the motivational aspects of the game, a description of the testing of your game, what
needs to be changed or modified, and what you learned about motivation from this experience.
Both parts should be submitted as one document to the appropriate Assignment Drop Box.
Evaluation Criteria: organization, creativity, clarity, appropriateness, accuracy (including grammar and
spelling), completeness
Choice #5: Re-design of Web Evaluation Instrument
The WebMAC (Website Motivational Analysis Checklist), created by Ruth Small and Marilyn Arnone, is a
series of instruments for students, educators, and Web designers to use to evaluate Web sites. These instruments
use expectancy-value theory as their foundation. Additional description and the instruments themselves are
available at: http://digital-literacy.syr.edu/resources/WebMac.htm
These instruments were developed more than 10 years ago and, therefore, do not address Web 2.0 or other
technology issues, nor was it developed in electronic format.
If you choose this assignment, you will need to:
1. Select one of the following instruments (WebMAC Senior, WebMAC Professional, WebMAC
eCommerce, WebMAC eBusiness).
2. Use the instrument to evaluate an appropriate Web site, completing all charts and graphs.
3. Write a summary of your results.
4. Review the items on the instrument to determine if any need to be updated, modified, eliminated.
5. Conduct an in-depth analysis of what needs to be done to bring the instrument up to Web 2.0 protocols.
6. Create items that may be added to or replace existing items on the instrument.
7. Evaluate a different Web site from the one in #2 using your new instrument. (You do not have to
complete the graphs for this task.)
8. Write a summary of your results.
9. Provide 2-3 recommendations for developing the new instrument in electronic format.
Deliverable: The deliverable is a paper (2000-2500 words) that includes a:
 summary of your first Web site evaluation including the site’s title, URL, intended audience, and any
other important information needed to understand the purpose of the site
 list of instrument items that need updating, modification, or elimination and the reasoning behind your
decisions
 summary of the analysis of the instrument in relation to Web 2.0 protocols.
 list of items that should be added to or replace existing items and your reasoning behind each choice.
 summary of your second Web site evaluation and a reflection on what you have learned about
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motivation from this experience.
All parts of this project should be submitted as one document to the appropriate Assignment Drop Box.
Evaluation Criteria for Assignment #2: creativity, clarity, appropriateness, accuracy (including grammar and
spelling), completeness, motivational appeal (choices #3 and #4 only)
[NOTE: Suggestions for changes in the WebMAC instruments may be incorporated into actual revisions of the
instruments by their creators. Credit will be given to the student who made the suggestion.]
Choice #6: Entrepreneurship & Motivation Conceptual Paper
There has been renewed interest in the area of entrepreneurship and innovation. Both children and adults are
creating unique businesses and creating inventions that benefit people and society. The goal of this assignment
is for you to develop a conceptual paper that describes connections between the motivation theories you have
learned about this semester and innovation and entrepreneurship and ways these theories might be used to
motivate people in the context of your choice (e.g., academic program, business, organization) to be more
innovative and entrepreneurial.
If you choose this assignment, you will need to:
1. Locate and read at least ten articles/books/chapters on entrepreneurship or innovation (you may also
read up to three appropriate Web sites) as background for this assignment.
2. Go to Cornell’s eClips Web site and explore the audios/videos on entrepreneurs. Jot down comments by
these entrepreneurs that exemplify one or more motivational theories.
http://eclips.cornell.edu/entrep.do
3. Write a conceptual paper that includes:
a. Summary of what you have read and viewed, including comments by entrepreneurs.
b. Description of relevant motivation theories you have learned about in this class and how they might
be useful in motivating child or adult entrepreneurship and innovation.
c. A list of your top ten ways to motivate entrepreneurship and innovation (based on what you have
read and learned in this class) in either children or adults.
d. Your reflection on what you have learned from this assignment.
e. A list of references (from both the areas of innovation/entrepreneurship and motivation) used to
complete this assignment.
Deliverable: The deliverable is a paper (2000-2500 words) that includes all of the items in #3 above. This paper
should be submitted as a single document to the appropriate Assignment Drop Box.
Evaluation Criteria for Assignment #3: creativity, clarity, appropriateness, accuracy (including grammar and
spelling), thorough coverage of topic, motivational appeal.
Choice #7: Create Your Own Project.
This final choice is for the creative student who may have taken this course because he/she has a pet
motivation-related project or idea to develop or has thought of a special project based on what he/she has
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learned in the course and wishes to fashion this assignment in a way that is most useful and rewarding to
him/her. Your choice must be of equal quality and rigor as the other choices for this assignment and must be
approved by the instructor. If you have an idea of something you would like to do that requires you to write,
think, and act on a motivation-related project or topic, prepare a brief (no more than two paragraphs, please)
description that provides enough detail and is sufficiently motivating that the instructor will find it acceptable
for this assignment. Your project must be approved in advance by the instructor so please do not start working
on it until then. You may submit your idea to the instructor no later than November 19, 2010.
Deliverable: TBD
Evaluation Criteria for Assignment #3: TBD
Class Participation [10 pts.]
(Due Date: Throughout Course)
All students are expected to participate in all required class discussions and activities throughout the semester.
All postings should be limited to 300 words or less. There will potentially be two chat sessions with guest
faculty during the semester. Specifications for discussions, chats, and activities are outlined in this syllabus
and/or described on the class iLMS site.
REVIEW OF CLASS ASSIGNMENTS
Assignment
Due Date
Point Value
MOTIVATIONAL THEORY PAPER/DISCUSSION……………TBA………… 30
Paper……………………20
Class discussion………...10
REFLECTION PAPER……………………………………………12/10…………..15
STUDENT CHOICE PROJECTS…………………………………………………..40
First Choice .....................…………..10/25
Second Choice …………...…………11/29
CLASS PARTICIPATION ………………………………………Throughout…… 15
TOTAL……... 100
Conversion (Points to Grade)
A = 95-100 B- = 80-83
A- = 90-94
C+ = 77-79
B+ = 87-89 C = 74-76
B = 84-86 C- = 70-73
F = 69 or below
Enrichment for Motivated Students
If you are motivated by topics discussed in this course or in the general area of motivation, here are some
readings you might find interesting.
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For those interested in motivation and learning:
o Small, Ruth V. and Arnone, Marilyn P. (2000). Turning Kids On to Research: The Power of Motivation.
Englewood, CO: Libraries Unlimited.
o Brophy, Jere. (1998). Motivating Students to Learn. Boston: McGraw-Hill.
o Stipek, D.J. (1988). Motivation to Learn: From Theory to Practice. (2nd ed.). Boston: Allyn & Bacon.
o Wlodkowski, Raymond J. (1993). Enhancing Adult Motivation to Learn. Jossey-Bass.
For those interested in motivation in the workplace:
o Bruce, Anne and Pepitone, James S. (1999). Motivating Employees. McGraw-Hill.
o Crandall, N. Fredric and Wallace, Marc J. (1998). Work & Rewards in the Virtual Workplace: A ‘New
Deal’ for Organizations & Employees. New York: Amacom.
o Spitzer, Dean R. (1995). Super-Motivation: A Blueprint for Energizing Your Organization From Top to
Bottom. New York: Amacom
o Vroom, Victor. H. (1995). Work and Motivation. San Francisco: Jossey Bass.
For those interested in general information on motivation:
o Deci, Edward L. and Ryan, Richard M. (1985). Intrinsic Motivation and Self-Determination in Human
Behavior. Springer.
o Keller, Heidi, Schneider, Klaus, and Henderson, Bruce (Eds.). (1994). Curiosity and Exploration.
Berlin: Springer-Verlag.
o McClelland, David C. (1987). Human Motivation. New York: Cambridge University Press.
NOTES TO STUDENTS:
1. Academic Integrity
The academic community of Syracuse University and of the School of Information Studies requires the
highest standards of professional ethics and personal integrity from all members of the community.
Violations of these standards are violations of a mutual obligation characterized by trust, honesty, and
personal honor. As a community, we commit ourselves to standards of academic conduct, impose sanctions
against those who violate these standards, and keep appropriate records of violations. The academic
integrity statement can be found at: http://www.ist.syr.edu/courses/advising/integrity.asp
2. Computer Literacy Skills
Graduate students are expected to meet the minimum and recommended information technology literacy
skills required of students in all School of Information Studies master's programs.
Please refer to: http://istweb.syr.edu/prospective/graduate/literacyreq.asp for the "Computer Literacy
Requirements" document.
3. Blackboard/WebCT
The School of Information Studies uses a Web-based teaching and learning environment called The iSchool
Learning Management System powered by WebCT/Blackboard (aka iLMS) Access is available at the
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following URL: http://istwebct.syr.edu Questions regarding LMS should be directed to iMLS@syr.edu or
Peggy Brown at 315-443-9370.
4. Student with Disabilities
Our community values diversity and seeks to promote meaningful access to educational opportunities for all
students. Syracuse University and I are committed to your success and to supporting Section 504 of the
Rehabilitation Act of 1973 as amended and the Americans with Disabilities Act (1990). This means that in
general no individual who is otherwise qualified shall be excluded from participation in, be denied benefits
of, or be subjected to discrimination under any program or activity, solely by reason of having a disability.
If you believe that you need accommodations for a disability, please contact the Office of Disability
Services (ODS), http://disabilityservices.syr.edu, located in Room 309 of 804 University Avenue, or call
(315) 443-4498 for an appointment to discuss your needs and the process for requesting accommodations.
ODS is responsible for coordinating disability-related accommodations and will issue students with
documented disabilities Accommodation Authorization Letters, as appropriate. Since accommodations may
require early planning and generally are not provided retroactively, please contact ODS as soon as possible.
Tentative Class Schedule
The following tentative class schedule provides you with information about topics and activities that are
planned for each two-week module, with related readings and assignments due (if any). Although most topics
are fixed, some may be moved around or deleted and additional topics added throughout the semester. Each
module will be revealed the night before it begins. Most readings will be made available on the class iLMS site.
Module 1: Weeks of August 30-September 13
[NOTE: Dr. Small will be out of town during this time period but will be checking into the class site daily
M-F, except Sept. 9-10.]
Topics:
o Introduction to Learning Module 1
o Motivation Defined
o Maslow’s Hierarchy of Needs
o Expectancy-Value Theory
o Introduction to Keller’s ARCS Model of Motivational Design: Attention & Relevance
Related Readings:
o Keller, J.M. (1987, Oct.). Strategies for stimulating the motivation to learn. Performance &
Instruction, 1-7;
o Wigfield, A., Tonks, S. and Eccles, J. (2004). Expectancy Value Theory in Cross-Cultural
Perspective, Ch. 8.
o http://www.ship.edu/~cgboeree/maslow.html
Module 2: Weeks of September 13-27
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[NOTE: Dr. Small will be out of town during this time period but will be checking into the class site daily
M-F, except Sept. 9-10.]
Topics:
o Introduction to Learning Module 2
o Achievement Motivation
o Introduction to the ARCS Model: Confidence & Satisfaction
Related Readings:
o Arcsmodel.com
o Rabideau, S. Effects of Achievement Motivation on Behavior.
http://www.personalityresearch.org/papers/rabideau.html
o http://www.netmba.com/mgmt/ob/motivation/mcclelland/
o http://www.minddisorders.com/Py-Z/Thematic-Apperception-Test.html
Module 3: Weeks of September 27-October 11
Topics:
o Introduction to Learning Module 3
o
Self-Determination Theory
o Fear of failure
o Fear of success
Related Readings:
o Textbook, Chapters 1-3
o Spitzer, D.R. (1995). “The power of motivators.” In Super-Motivation: A Blueprint for Energizing
Your Organization From Top to Bottom, New York: Amacom, 65-79.
o Spitzer, D.R. (1995). “Identifying and defeating demotivators.” In Super-Motivation: A Blueprint for
Energizing Your Organization From Top to Bottom, New York: Amacom, 41-64.
o http://www.youtube.com/watch?v=u6XAPnuFjJc
Module 4: Weeks of October 11-25
Topics:
o Introduction to Learning Module 4
o Intrinsic Motivation
o Locus of control
o Self-efficacy
Related Readings:
o Textbook, Chapters 4 & 5.
o Keller, J.M. (1999). Motivation in cyber learning environments, International Journal of
Educational Technology, 1(1), 7-30.
o Newby, T. (1989, July). Increasing Intrinsic Motivational Change Within Organizations.
Performance & Instruction, 36-41.
Assignment Due: Assignment #3 (first choice) due 10/25
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Module 5: Weeks of October 25-November 8
Topics:
o Introduction to Learning Module 5.
o Curiosity (Guest: Dr. Marilyn Arnone, iSchool Research Associate Professor, Center for Digital
Literacy’s Director of Educational Media.)
o Boredom
o Interest
Related Reading:
o Textbook, Chapter 6.
o Renninger, K.A. Individual Interest and Its Implications for Understanding Intrinsic Motivation.
o Sansone, C. and Smith, J.L. Interest and Self-Regulation: The Relation between Having To and
Wanting To
o Arnone et al. (draft). Curiosity, Interest and Engagement: A New Research Agenda.
o Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological
Bulletin, 116 (1): 75-98.
o Silverstein, J. Just Curious: Children’s Use of Digital Reference for Unimposed Queries, and Its
Importance in Informal Education
Module 6: Weeks of November 8-22
Topics:
o Introduction to Learning Module 6
o Flow
o Sensation-seeking Behavior
o Games and Motivation
Related Readings:
o Textbook, Chapters 7 & 8.
o Nicholson, S. (2007)."The Role of Gaming in Libraries: Taking the Pulse." White paper published
July 23, 2007 at http://boardgameswithscott.com/pulse2007.pdf
Module 7: Weeks of November 22-Dec. 6
Topics:
o Introduction to Learning Module 7
o Motivation-Hygiene Model (Guest: Dr. Ping Zhang, Professor and Director of the Ph.D. Program)
o Learned Helplessness
Related Readings:
o Textbook, Chapters 9-12.
o Zhang, P. & vonDran, 2000. “Satisfiers & Dissatisfiers: A Two-Factor Model for Web Site Design
& Evaluation.” Journal of the American Society for Information Science, 51(14): 1253-1268.
o http://www.businessballs.com/herzberg.htm
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IST 617 Fall 2010
o http://digital-literacy.syr.edu/resources/webmac.shtml
o Keller, J.M. “Trends & Tactics for Employee Motivation.”
Assignment Due: Assignment #3 (second choice) due 11/29
Module 8: Week of Dec.6--Dec. 10
Topics:
o Students’ Choice
Assignment Due: Assignment #3, 12/10
[NOTE: This course ends on Friday, Dec. 10. No assignments will be accepted after that date unless pre-arranged with
instructor.]
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