Presented at LILAC 2009

1. Research informed teaching,
information literacy and the inquiry-
based learning nexus
Geoff Walton and Alison Pope
Information Services
31st
March 2009

2. Plan
• Research informed teaching (RiT) – what
is it?
• Strategic approach to supporting RiT, the
role of information literacy
• Case studies
• Concluding remarks

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. 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. 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. Strategic approach to RiT
• My role
– Liaising with project leaders
– Seminars
– Web site
– Journal club
• Alison’s role

7. The strategic framework for
this
• University’s IL Statement of Good
Practice (January 2007)
• University’s revised learning outcome
“enquiry” (September 2007).

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. 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. Staffordshire’s learning
outcomes
• Knowledge and Understanding
• Learning
• Enquiry
• Analysis
• Problem Solving
• Communication
• Application
• Reflection

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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