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Research informed teaching, information literacy and the inquiry-based learning nexus. Walton & Pope

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Presented at LILAC 2009

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Research informed teaching, information literacy and the inquiry-based learning nexus. Walton & Pope

  1. 1. Research informed teaching, information literacy and the inquiry- based learning nexus Geoff Walton and Alison Pope Information Services 31st March 2009
  2. 2. Plan • Research informed teaching (RiT) – what is it? • Strategic approach to supporting RiT, the role of information literacy • Case studies • Concluding remarks
  3. 3. Research informed teaching – what is it? • Contentious, contended and diverse • Jenkins and Healey the ‘Lennon and McCartney’ of RiT • It is all about students as participants
  4. 4. Research informed teaching – what is it? Research-tutored Curriculum emphasises learning focused on students writing and discussing papers or essays Research-based Curriculum emphasises students undertaking inquiry-based learning Research-led Curriculum is structured around teaching subject content Research-oriented Curriculum emphasises teaching processes of knowledge construction in the subject STUDENTS AS PARTICIPANTS EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS STUDENTS AS AUDIENCE
  5. 5. Student experience EXPLORING AND ACQUIRING EXISTING DISCIPLINARY KNOWLEDGE PARTICIPATING IN BUILDING DISCIPLINARY KNOWLEDGE STUDENT-LED STAFF-LED Information-active Students explore the knowledge-base of the discipline by pursuing questions, problems, scenarios or lines of inquiry they have formulated. Independent information-seeking is emphasised. Information-responsive Students explore the knowledge-base of the discipline in response to questions, problems, scenarios or lines of inquiry formulated by staff. Guided information-seeking is emphasised. Discovery-active Students pursue their own questions, problems, scenarios or lines of inquiry, in interaction with the knowledge-base of the discipline. Higher-order information literacy is emphasised. Discovery-responsive Students pursue questions, problems, scenarios or lines of inquiry, as formulated by tutors, in interaction with the knowledge-base of the discipline. Higher-order information literacy is emphasised.
  6. 6. Strategic approach to RiT • My role – Liaising with project leaders – Seminars – Web site – Journal club • Alison’s role
  7. 7. The strategic framework for this • University’s IL Statement of Good Practice (January 2007) • University’s revised learning outcome “enquiry” (September 2007).
  8. 8. Information literacy becomes a learning outcome Benefits  IL is now addressed explicitly in all validations and revalidations within the University.  Shows clear commitment to IL policy implementation at University level.  Implementation through University award level outcomes – “top–down”.
  9. 9. Revising the learning outcomes  May/June 2007 a sub group of the LTEC IL sub group met to come up with wording.  Grateful for the input of Miceal Barden, formerly Dean of Business School, and Dave Parkes, Head of Learning Support.
  10. 10. Staffordshire’s learning outcomes • Knowledge and Understanding • Learning • Enquiry • Analysis • Problem Solving • Communication • Application • Reflection
  11. 11. Enquiry learning outcome Outcome Certificate Intermediate Honours Enquiry Present, evaluate, and interpret qualitative and quantitative data Demonstrate knowledge of the main methods of enquiry in (the field of study) Deploy accurately established techniques of analysis and enquiry and initiate and carry out projects within (the field of study)
  12. 12. Enquiry learning outcome  Might it be possible to amend this outcome to encompass aspects of information literacy explicitly?  Is the concept of IL too broad to be captured within one single outcome?  Clarity and impact vs. Dilution?
  13. 13. Information Literacy: implementation  Each outcome has been developed into an outcome statement at Certificate, Intermediate and Honours, Masters and Doctorate level.  These have also been mapped against the framework for higher education qualifications in England, Wales and Northern Ireland.
  14. 14. Revised learning outcome (undergraduate level) Certificate level Present, evaluate and interpret qualitative and quantitative data showing an awareness of the key principles of Information Literacy
  15. 15. Revised learning outcome (undergraduate level) Intermediate Demonstrate knowledge of the main methods of enquiry in (the field of study) and demonstrate application of the key principles of Information Literacy.
  16. 16. Revised learning outcome (undergraduate level) Honours Deploy accurately established techniques of analysis and enquiry and initiate and carry out projects within (the field of study). Evaluate use of Information Literacy, including the ethical use of information in (the field of study).
  17. 17. Revised learning outcome (postgraduate level) Masters Demonstrate a comprehensive understanding and critical evaluation of methodologies and techniques, including Information Literacy, applicable to their own research or advanced scholarship and, where appropriate, propose new hypotheses.
  18. 18. Revised learning outcome (postgraduate level) Doctorate Undertake pure and/or applied research and development at an advanced level, demonstrating a high level of Information Literacy, contributing substantially to the development of new techniques, ideas, approaches, and the creation and interpretation of new knowledge (through original research or other advanced scholarship, of a quality to satisfy peer review, merit publication and extend the forefront of the discipline)
  19. 19. Information Literacy: implementation  September 2007:revised learning outcome enquiry approved at QDC  Next stage: individual approach meets institutional implementation as the learning outcomes are applied to awards and modules.  UG and PG Business curriculum: inclusion of IL within the course curriculum is a target for Fellowship work 2007-9.  Opportunity to test implementation through award learning outcome route: LLB review and revalidation  Involvement in RiT funded Enquiring minds project (exemplar)  Other RiT projects running in parallel
  20. 20. Case studies • Embedded IL delivery – Blended approach to IL (Sport & Exercise) – Enquiring Minds (Law) – Studying in Arts, Media and Design… – University wide inquiry based learning project (Sociology and Psychology)
  21. 21. Concluding remarks • Real opportunity to be involved in changing teaching and learning landscape • Harness IL as a means for informing inquiry/ enquiry based learning • Strategic opportunity in tandem, with embedded delivery

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