Exploring Information Literacy through inquiry The University of Sheffield Information Literacy Network Sheila Corrall Pam McKinney Lyn Parker

Session Outline Brief introduction to Information Literacy and the IL Network ‘ Seven Pillars’ of Information Literacy competency analysis Discussion of how the ‘Seven Pillars’ model can support IBL in Higher Education Learning design task: build IL through inquiry Feedback on learning design

Brief introduction to Information Literacy and the IL Network

‘ Seven Pillars’ of Information Literacy competency analysis

Discussion of how the ‘Seven Pillars’ model can support IBL in Higher Education

Learning design task: build IL through inquiry

Feedback on learning design

Learning Outcomes Increased familiarity with the scope of Information Literacy An awareness of own IL competencies An enhanced understanding of the relationship between IL and IBL

Increased familiarity with the scope of Information Literacy

An awareness of own IL competencies

An enhanced understanding of the relationship between IL and IBL

What is Information Literacy? Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. CILIP: Chartered Institute of Library and Information Professionals www.cilip.org.uk/policyadvocacy/informationliteracy/definition/default.htm

The Information Literacy Network CILASS Academics Department of Information Studies Library Information Literacy Network

Information Literacy and Inquiry Information literacy skills equip students with the means to conduct independent inquiry and put them on the path to lifelong learning The development of strong IL capabilities is fundamental to the success of inquiry based learning Information access and processing skills (such as using electronic resources to search for information) are a pre-requisite for students undertaking an IBL curriculum Students build ‘higher order’ IL capabilities in critical thinking, evaluation, synthesis, communication and knowledge-creation through inquiry

Information literacy skills equip students with the means to conduct independent inquiry and put them on the path to lifelong learning

The development of strong IL capabilities is fundamental to the success of inquiry based learning

Information access and processing skills (such as using electronic resources to search for information) are a pre-requisite for students undertaking an IBL curriculum

Students build ‘higher order’ IL capabilities in critical thinking, evaluation, synthesis, communication and knowledge-creation through inquiry

IL competency mapping exercise Map your own IL competencies on the scales provided Map the average level 1 student on the scales provided Discussion: Where are the gaps and what does this mean for IBL?

Map your own IL competencies on the scales provided

Map the average level 1 student on the scales provided

Discussion: Where are the gaps and what does this mean for IBL?

IL through IBL design activity The department is concerned about students using poor quality non-academic information resources at level one. It has asked for help in designing an IBL activity that small groups of students could do in the first 8 weeks of semester one to help build information evaluation skills. The department is keen to exploit new media and Web2.0 technologies as students will be expected to use these technologies in other areas of the course. There are 120 students working in groups of 4, and the activity will form 25% of the module mark .

The department is concerned about students using poor quality non-academic information resources at level one.

It has asked for help in designing an IBL activity that small groups of students could do in the first 8 weeks of semester one to help build information evaluation skills.

The department is keen to exploit new media and Web2.0 technologies as students will be expected to use these technologies in other areas of the course.

There are 120 students working in groups of 4, and the activity will form 25% of the module mark .

The Information Literacy Network Professor Sheila Corrall [email_address] Pamela McKinney [email_address] Lyn Parker [email_address]

Professor Sheila Corrall

[email_address]

Pamela McKinney

[email_address]

Lyn Parker

[email_address]