The document discusses inquiry-based learning (IBL) and how it can be applied to library instruction. IBL focuses on using content to develop skills like information processing and problem-solving, rather than just learning facts. It emphasizes asking good questions, seeing research as an ongoing conversation, and actively engaging students. The document provides several examples of how to structure IBL assignments, such as multi-stage projects that demonstrate engagement and focus on process over just the final product. It also discusses strategies like brainstorming, collaborative work, and problem-based learning that can be used to implement IBL.

1. Inquiry-Based Learning
and Library Instruction
Benjamin Oberdick
Sara Miller
April 2, 2009

2. What Is IBL?

3. Traditional Learning:
“…focused on mastery
of content, with less
emphasis on the
development of skills
and the nurturing of
inquiring attitudes.”
http://www.thirteen.org/edonline/concept2class/inquiry/index_sub1.html

4. Inquiry-Based Learning:
“…is more focused on
using and learning
content as a means to
develop information-processing
and
problem-solving
skills.”
http://www.thirteen.org/edonline/concept2class/inquiry/index_sub1.html

5. Basically:
• A good question is
crucial
• Emphasize recursive
nature of research –
the “conversation”
• Involvement and
engagement are key

6. “I’ve already
finished my
paper, I just
need to find
three sources to
back up what I
wrote.”

7. How does engagement happen?
• Relevant or
interesting topic
• Point of need
• Intentionally elicit a
response from
students
(assignment design)

8. IBL Course Assignments
• In stages
• Engagement
demonstrated along
the way
• Focus not only on
final product

9. “The Academic Conversation”
• Responding to ideas
of others
• Finding new
questions
• Engaging others
when researching

10. The “I-Search” Paper
• Initial questions that
you have before
researching
• Planning strategically
to find answers
• “Mini-papers” on
each source
consulted

11. Critical Bibliography
• Self-reflective
annotations (in
addition to traditional
summary info)

12. What can
you do?

13. Brainstorming
• Begin with an article,
topic, or person
• What questions do
you have?
• Where would you look
for answers?

14. Cooperative/Collaborative
Learning
• Have groups work
together and report
on findings
• If it can be done
individually, it can
probably be done in
groups

15. Problem-Based Learning
• “A colleague has sent
you the following
citations…”
• Using the research
assignment as the
“problem”

16. Discovery Learning
• What research is
• Following a
bibliography trail
• Is the resource
primary or
secondary?

17. Handouts and Worksheets:
Focus on Process
• “Along with your
citations, write a
short paragraph
explaining how and
when you would use
each type of article in
an assignment.”

18. Assignment Calculator
• Stuck? Check it out.
• Start with the Web,
but don’t stop there.

19. References
• Concept To Classroom Workshop: Inquiry Based Learning. (2004). Retrieved
from: http://www.thirteen.org/edonline/concept2class/inquiry/index.html
• Ballenger, B. (2009). The Curious Researcher: A Guide To Writing Research
Papers. New York: Longman.
• Inquiry Page: Learning begins with questions. (2009). Retrieved from:
http://inquiry.uiuc.edu/inquiry/definition.php3
• Information Age Inquiry: Inquiry Based Learning. (2006). Retrieved from
http://virtualinquiry.com/inquiry/inquiry7.htm
• Roy D, Kustra, E, Borin, P. What is Unique About Inquiry Courses?
(2003). Retrieved from
http://www.mcmaster.ca/cll/inquiry/whats.unique.about.inquiry.htm
• Good Practice: Inquiry-Based Learning. Retrieved from:
http://www.queensu.ca/ctl/goodpractice/inquiry/index.html
• Inquiry-based learning (IBL). (2009). Retrieved from:
http://www.shef.ac.uk/cilass/ibl.html