Inquiry based learning and information literacy exploring the relationship

							Inquiry-based learning and
information literacy - exploring
the relationship and the
implications for practice
Sheila Corrall, Philippa Levy, Pam McKinney, Clare Scott, Peter Stubley
1st Annual Conference of the Learning through Enquiry Alliance, June 29th 2006
University of Manchester
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Overview
• Information literacy and inquiry - the
  CILASS framework
• Capabilities for inquiry-based learning –
  what’s the scope of information literacy
  and where does it fit in (group concept
  mapping)?
• Implications for practice
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CILASS
• Centre for Excellence in Teaching and Learning
• 5 year programme, £4.85M in total
• Includes £2.35M capital funding
• Focusing on inquiry-based learning
• Core community: Faculties of Arts, Social
  Sciences, Law
• Impacting on the learning experience of 10,000
  students
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IBL – a strategic commitment
“Studying at Sheffield will provide students with the
opportunity to… become involved in inquiry-based
learning as a means of actively engaging with the
questions and problems of their discipline and of
developing a range of inquiry-related capabilities
and skills”

University of Sheffield Learning, Teaching and Assessment Strategy,
2005-10.
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Inquiry-based learning (IBL)
• Modelling the process of research
  within the student learning
  experience
• Student-directed, open-ended
  inquiry
• Problems; case scenarios; small-
  and large-scale investigations
• ‘Full’ IBL – the design principle for
  whole modules/programmes
• ‘Hybrid’ IBL – activities incorporated
  into more traditional curricula
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IBL involves
• Tutor and/or students establishing task
• Students pursuing lines of inquiry (often in groups)
• Drawing on existing knowledge
• Identifying new learning and information needs
• Seeking information, evidence, e.g. interacting with
  (digital) resources, datasets, archives, people
• Discussing, receiving feedback, synthesising
  information, constructing knowledge
• Analysing and communicating ideas and results
• Participating in a research community
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CILASS IBL framework
• Collaborative inquiry
• Information literacy
  development
• Networked learning
• Interdisciplinary inquiry

• Explicit and embedded
  ‘process support’
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CILASS in the Information Commons
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A definition of information literacy
  “Information literacy is knowing when and why you
  need information, where to find it, and how to evaluate,
  use and communicate it in an ethical manner”.
  (CILIP, Chartered Institute of Library and Information Professionals)


• Information literacy applies equally to interactions with
  digital, print-based or human information sources
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Some trends
• A growing interest in IL from an educational, as well as
  informational, perspective
• An expanding perspective on IL: away from behaviourist
  ‘key skills’ views, towards seeing a key role in the
  development of criticality and social responsibility, and in
  the creation and sharing of knowledge
• An increasing interest in pedagogical issues related to IL
• Partnership working between information specialists and
  educators to embed IL into the subject curriculum
• Research interest in IL as a ‘situated’ practice in different
  academic disciplines and communities of practice
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The CILASS perspective (some
propositions)
• IL is a pre-requisite for effective inquiry-based
  learning
• Student engagement in inquiry provides the
  potential to develop IL
• Support for IL development needs to be
  addressed explicitly in inquiry-based learning
  pedagogy
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Concept-mapping activity (part 1)
• What are the most important capabilities and
  qualities your students need to develop, to be
  effective inquirers?
• As individuals, write one capability/quality per
  post-it - 5 mins
• In groups, develop concept-maps (thematic
  groupings, relationships) – 20 mins
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Concept-mapping activity (part 2)
• In groups, place 5 dots to highlight the
  capabilities/qualities that you see as closely
  connected with information literacy - 15 mins

• Take a look at other groups’ maps and dots - 5
  mins
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Reflection and implications for
practice
• What are the key points/issues that came out of
  your concept-mapping exercise? Are there any
  implications for your own work in inquiry-based
  learning?
• Groups reconvene and record issues arising (10
  mins)
• Plenary group feedback and discussion (20
  mins)
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Contact
• www.shef.ac.uk/cilass