UCLA

In this chapter, I share an overview of two motivational theories, self-determination theory (SDT) and expectancy-value theory (EVT), how these theories complement inclusive and equitable pedagogies, and how librarians can move toward praxis by adopting motivational, inclusive practices into their instruction. Specifically, I share strategies for how librarians can support student autonomy and value through engaging and equitable learning experiences that facilitate choice, practice transparency, foster relevance, and decenter the classroom. In addition, I look critically at these approaches through a social justice lens to ensure that they support all students and do not put the burden disproportionately on students from marginalized communities. Ultimately, I hope that after reading this chapter, librarians will feel inspired to explore motivational theory and implement aspects of motivation in inclusive ways throughout their own teaching.