Inquiry-based Learning and Information Literacy

Information Literacy and Inquiry-based learning Pamela McKinney Learning Development and Research Associate (Information Literacy) at CILASS www.shef.ac.uk/cilass

Learning outcomes
An increased understanding of the links between Inquiry-based Learning and Information Literacy
• An opportunity to experience inquiry-based learning first hand.
• An understanding the practical approaches taken at CILASS to develop IL through IBL and the generation of ideas for using IBL to develop IL that could be applied to their own practice.
• Ideas for developing intra-institutional partnerships to support IL development through the practice adopted at the University of Sheffield

Session Overview
Setting the scene: educational development with CILASS
Group inquiry task to design inquiry-based learning for information literacy based on CILASS cases
Group feedback and discussion
What actually happened: how the CILASS project developed

Centre for Inquiry-based Learning in the Arts and Social Sciences, a Centre for Excellence in Teaching and Learning
5 year programme, impacting on 10,000 students
£4.85M funding in total from HEFCE
Includes £2.35M capital funding
Focusing on inquiry-based learning
Core community: Faculties of Arts, Social Sciences, Law
Development, innovation and research
CILASS hub located in the Information Commons plus ‘satellite’ in Bartolome House
What is CILASS?

CILASS funds curriculum development projects in all Departments and Schools in the faculties of Arts, Social Science and Law
CILASS funds Individual or small group projects proposed by staff from across the University
CILASS aims to have a strategic impact on Learning and Teaching
CILASS invites projects to respond to our core themes of collaboration, networked learning and (of course) information literacy
What does CILASS do?

What does CILASS do?
Provides flexible technology rich space for learning and teaching

What is Inquiry-based Learning?
The core of inquiry is the QUESTION
Inquiry is a process of discovery, with as its point of departure a scenario/question/problem established by the tutor/student
IBL is a pedagogy based on student-led exploration, investigation, research

What is Inquiry-based learning?
IBL can involve case scenarios
IBL can involve experiential learning such as fieldwork
IBL can involve small and large investigations
IBL can involve Individual and collaborative projects

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

Learning Development and Research Associate – what is that?
A varied role encompassing educational development, research, liaison, workshop facilitation and evaluation
A special focus on information literacy
Work with academics to develop their ideas for their Inquiry-based curriculum development projects
Develop strategies for building IL skills within the context of their IBL project

The Task
YOU are Learning Development and Research Associate working at CILASS
The department has approached you to help them deal with the scenario as given
For your scenario respond to the question: “How can these students build their IL skills through inquiry?”

CILASS support
Technology rich learning spaces
Funding available to pay academics for their time
Funding available to pay students for their time and input

Support from the Library Can the Library support the project with online information skills tutorials? Can academic liaison librarians be involved? How can you make the best use of Library buildings and learning spaces? How can you make the best use of electronic library resources?

Other support in the University
How can you make use of the Virtual Learning Environment?
How can you draw upon media and AV expertise in the University?
How can you draw upon existing knowledge of the student population?

Scenario 1
This department wants to radically change the induction programme, in order to provide a more student-friendly approach which supports the transition to University. This is, in part, based on feedback from previous students, which identified the traditional Intro Week Library Tour and other similar lecture-type activities as ‘boring and soon forgotten’. The aim is therefore to replace these with an inquiry-based collaborative activity, encouraging new students to explore the resources in the department and University and gain initial knowledge of the information resources available. Ideally, the new plan should enable the students to ‘hit the ground running’ when modules begin, through other activities, led by student mentors.

CILASS solution: Student mentors in Human Communication Sciences
Student mentors recruited from Levels 2 &3 to develop and plan the programme, using IBL approach
New students assigned to small groups on Day 1 of Intro Week, to explore a video stimulus and produce a poster about ‘How we can explain this situation’
Student mentors supported small group activities and acted as guides to resources etc.
Librarians and academic staff on ‘stand-by’ at specified times, for consultation as required
Poster session, during buffet lunch on Day 5 of Intro week. Academics, CILASS & Library Staff attended.

Scenario 2
This department is concerned about poor student perception of library resources when academics consider the library well stocked for student needs due to strong partnership working with Librarians. Students lack skills to look beyond the reading list, often choosing inappropriate resources while missing out on the large number of online resources in full text bibliographic databases. The department is keen to embed information literacy development in the curriculum to complement existing IL sessions delivered by the Liaison Librarian and sees the weekly seminar programme as the ideal place for IL development through inquiry. Some 150 students participate in seminars in groups of 20 run by a mixture or PG tutors and academics so coordination of these different people is a particular challenge.

CILASS Solution: Information literacy through the curriculum
Key core modules identified at L1 and L2 and particular points in the semester targeted for IL development
Engagement from all seminar tutors secured
Small collaborative inquiry-based tasks designed responding to skills development across the ‘seven pillars’ of IL
Library worked with the department to devise new online tutorials in the relevant databases
Example task: “Evaluating secondary materials” students analyse critical writing about a familiar text and consider how the critics’ opinion is evidenced in the text
Students engage face-to-face and through discussion boards on the VLE and receive feedback from seminar tutors

Inquiry-based Learning and Information Literacy

by cilass.slideshare on Jan 14, 2009

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