Project

Motivation in Early Literacy: A Book Club and Guide

The first contact that students have with literacy instruction can be a guiding force in their attitude towards reading and literacy skills. Teachers can design and implement literacy instruction that fosters intrinsic motivation which results in engagement in literacy and the path towards becoming life-long readers. Self-determination theory is a leading motivational theory that states that students have three main needs to be met including competence, autonomy, and relatedness to be intrinsically motivated. Direct instruction and makerspace learning combined with the design thinking process provide an opportunity for teachers to meet students’ needs and engage students in meaningful literacy instructions. The purpose of this project was to use the three components of self-determination theory to create a teacher’s guide that provides information and lessons based on direct story element instruction and makerspace instructional practices to support student engagement. The guide provides background information on the importance of direct story element instruction for student comprehension, makerspace instruction, and the design thinking process. The guide contains Book Club lessons, lesson templates, and resources to support competency through direct instruction. The Inventor's Club section of the teacher’s guide introduces teachers to makerspaces and literacy and the design thinking process. Scripted lesson plans for launching maker learning in the classroom is provided as well as maker learning lesson templates to continue instruction throughout the school year. Direct instruction through Book Club and makerspace instruction delivered through Inventor’s Club provides the opportunity for teachers to meet students’ needs and foster intrinsic motivation and engagement. Keywords: Self Determination Theory, Book Clubs, Makerspace, Design Thinking Process

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