1. Looking at Cultural Differences in Motivating Students to Seek Information: U.S., Uganda, and India
2016 NLA/NSLA Joint Conference
October 20, 2016
Omaha, NE Ramada Plaza Hotel Omaha
Dr. Sherry R. Crow
Assoc. Prof. of School Library Science
Assoc. Dean of the College of Education
University of Nebraska Kearney

2. That kindergarten “spark”!
Photo courtesy The United Kingdom’s International Organisation for Cultural Relations and Educational Opportunities. Retrieved February 9, 2008, from
That kindergarten “spark”!

3. By third grade, second semester—not so eager
By third grade, second semester—not so eager. Why did their love of learning fade?

4. From: Lepper, M. R. , Corpus, J. H. , & Iyengar, S. S. (2005)
From: Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005) Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2),

5. However, some children maintain an intrinsic motivation for learning and seeking information.
Why do these children maintain the disposition, or “spark” to find information on their own?
(Explain all 3 studies. This is the 3rd)

6. Two Questions:
What are the experiences of the Indian students in the study that might affect their desire to seek information on their own (both in and out of school)?
What are the characteristics of intrinsically motivating information seeking experiences of the Indian students in the study?

7. Additional Questions:
Individualistic
How do the experiences of students from Colorado Springs, Kampala, and Mysore who are intrinsically motivated to seek information compare and contrast with each other?
Collectivist
Individualistic and Collectivist

8. Methodology Qualitative, phenomenological approach
Began with a pool of students aged from two elementary schools in Mysore, India Mostly low income, two-parent families.
The Self-Regulation Questionnaire for Information Seeking (based on Ryan & Connell, 1989)

9. Process of Identifying Informants16
(14%)
18 (16%)
112
400
Students scoring dominant for intrinsic motivation for information seeking
Students taking the survey
Total pool of students
Students with at least a .3 differential between their mean intrinsic motivation score and the mean of their next highest motivation style score

10. Dominant motivation styles of students in the Mysore, Kampala, and Colorado Springs studies.

11. Why the smallest percentage of highly intrinsically motivated students in the Mysore Study?
Education based on the historical British system
Corporal punishment
Parental dominance

12. Why the highest percentage of students with identified motivation in the Mysore Study?
There are not enough schools in India to service all children
Students see school as a way to advance to a career
Parental expectations

13. Data Collection Drawing activity
(with Dr. Lisa Kastello)
Interviews with informants (lasting approx. 1 hour)
Interviews with teachers and school administrators
Observation of environment

14. Original Questions
What are the experiences of students that might affect their desire to seek information on their own (both in and out of school)?
What similarities and differences do you think there are between the three sets of informants?

15. Findings from Indian Study
The Indian children were particularly fond of religious celebrations with family, and cultural school functions.
Drawing was the most mentioned favorite activity, and several children believed they were good at it.
The children considered drawing a skill to be mastered more than an expression of creativity.
The favorite school subjects were languages (English, Kannada, and Hindi).
Storytelling, both listening to it and doing it, was an oft-mentioned activity.
Fathers had a stronger teaching role than mothers.

16. Comparative Findings
All groups showed an affinity for play The Indian children were particularly fond of organized play connected with religious celebrations.
All groups had a tendency toward creativity.
Both the Colorado Springs and Mysore children had Points of Passion, whereas the Kampala children did not.
Colorado Springs exhibited non-competitive dispositions, whereas the Kampalan students were inclined toward competence-building activities. Indian children were most determined to do well in school.

17. Information Seeking Questions
What were the characteristics of the intrinsically motivating information seeking experiences of the Indian students?
What similarities and differences do you think there was be between the three sets of informants?

18. Findings: Information Seeking Styles

19. Students gave the following reasons for choosing their “favorite” information seeking episodes (in order of answers given most often):

20. Limitations of the Studies
The use of a sample that is purposive (Miles & Huberman, 1994) and not random.
The gathering of informants from one geographical area.
The limitation of the use of the SRQ-IS-(U) with children who are able to understand and respond to the questionnaire (with an interpreter).
Because of these limitations, the results of the study cannot be generalized to all students in all situations, to all students of individualistic or collectivist cultures, or to all students in Colorado Springs, Kampala, and Mysore.

21. Applications & Recommendations
Autonomy support is important to all children.
Give choices
Play is still the thing.
Make learning playful.
Information seeking skills are best built on students’ interests and creativity.
Design student-centered libraries and projects
Anchor relationships are essential
Educate parents/guardians in the role as information seeking “anchors.” Help guide students to other anchors.

22. Finally. . .
Know Your Students

23. Q & A

24. References
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97 (2),
Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57,

25. Next step. . . Home-schooled children