Narrative immersion for information literacy: A pilot study

Abstract

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.

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