Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Exploring information literacy through inquiry. Corrall & McKinney

32 views

Published on

Presented at LILAC 2009

Published in: Education
  • Be the first to comment

  • Be the first to like this

Exploring information literacy through inquiry. Corrall & McKinney

  1. 1. Exploring Information Literacy through Inquiry Sheila Corrall & Pam McKinney CILASS Information Literacy Network University of Sheffield
  2. 2. 2 Session outline • Introduction to Inquiry-based learning (IBL) and the CILASS Information Literacy Network • ‘Seven Pillars’ of Information Literacy competency analysis • Learning design task: building IL through inquiry • Poster display and feedback on learning designs
  3. 3. 3 Learning outcomes By the end of the sessions, participants will have • enhanced their understanding of the relationship between IL and IBL • developed an understanding of how models of IL can support IBL • acquired experience in the practical application of IBL
  4. 4. 4 The CILASS Information Literacy Network CILASS Academics Department of Information Studies Library Information Literacy Network
  5. 5. What is Inquiry-based Learning? • Student led exploration, investigation and research • Inquiry is an active, questioning and critical approach to developing knowledge 5 • It can be case-based, problem-based or a mini research project • The stimulus for an inquiry could be an intriguing fieldwork problem, a complex `real-life´ case-study, or an interesting research question • Seeking information, discussing, receiving feedback, synthesising information, constructing knowledge
  6. 6. 6 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
  7. 7. 7
  8. 8. 8 IL competency mapping exercise • Map the IL abilities of a typical Level 1 student on the scales provided individually • Share your results and discuss your student IL profiles within your group • Decide in your group where you would target the IL development activity
  9. 9. 9 IL through IBL design activity The Department is concerned about Level 1 students using poor quality non-academic information resources. It has asked for help in designing an IBL activity that small groups of students could do in the first eight weeks of Semester 1 to help build Information Literacy. 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, group work is popular here and the activity will form part of the module assessment.
  10. 10. IL through IBL design activity • Work in your groups to identify 3 learning outcomes for your IBL activity • Use the ‘hub and spokes’ model to provide a stimulus for your IBL design • Create a flip chart poster containing your 3 learning outcomes and a description of your IBL activity 10
  11. 11. 11 The Information Literacy Network Professor Sheila Corrall s.m.corrall@sheffield.ac.uk Pamela McKinney p.mckinney@sheffield.ac.uk

×