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“You’re good at finding things out.”
Developing questioning skills: Creative Partnerships in North East
England.
Fiona For...
How do children’s cognitive and affective characteristics impact on
their information seeking strategies?
What Information...
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You're good at finding things out. Forsythe­ ­- follow up

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Presented at LILAC 2009

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You're good at finding things out. Forsythe­ ­- follow up

  1. 1. “You’re good at finding things out.” Developing questioning skills: Creative Partnerships in North East England. Fiona Forsythe, Fionn Consultancy Services, fionn@forsythe.demon.co.uk During this session, Fiona explained that she had recently been asked at a Creative Partnerships training day what her burning research question was. Fiona had written: How does Creative Partnerships influence information literacy in an academic setting? Since then, she has played with a few different wordings: Does creative learning create opportunities for information literacy training? or Can information handling skills deepen a students use of enquiry based learning? or perhaps the question that she is most comfortable with: In exploring the enquiry, do we forget how to find out? Fiona invited the delegates who had attended her session to undertake the same exercise - to write their burning research question on a luggage label and tie it onto a small tree: Here are the questions from the luggage labels – a quick snap shot of the thinking/interest areas of some of the delegates. Perhaps there are ideas here for future conference themes; perhaps the questions will just get you thinking! What would be a more exciting, engaging name than ‘Information Literacy’?
  2. 2. How do children’s cognitive and affective characteristics impact on their information seeking strategies? What Information Literacy skills are being taught to students from our schools who feed into our college? How can I persuade student doing Phds (including myself) to transcend the basic premise that if hey use Google creatively they’ll find what they need? Why staff and students – some find new information exciting others do not? Do we have mistaken assumptions about where our students are and what they need? How could working in a group or team (participants) aid Information Literacy – rather than working alone when attempting to source information? How can you infuse an information literacy session with the same degree of enthusiasm and passion as a subject leader in a way that inspires curiosity and a wish to learn? Do students feel that they need information and library resources to do well within their courses, assignments, questioning? Does conversation improve learning? How do I encourage active learning amongst students? What would happen if I reversed the process? (students asked questions, rather than I gave answers?) How can we develop an information literacy thread which starts in infant school and continues right through to HE and beyond? I wonder why school librarians are not allowed to be involved in teaching information literacy? Do students actually need what we think they need? How can we encourage students (in particular trainee teachers) to appreciate the value of information literacy?

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