1. Bringing learning and research together through inquiry-based learning
Some implications for the design of new spaces and questions for the role of research libraries
Dr Philippa Levy, Academic Director, CILASS

2. Overview CILASS Inquiry-based learning (IBL) CILASS IBL framework
Spaces and technologies for IBL
Some questions for research libraries

3. 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
CILASS hub located in the Information Commons plus ‘satellite’ in another central University location

4. STUDENTS AS PARTICIPANTS (student-focused)
STUDENTS AS AUDIENCE
(teacher-focused)
Research-based
Curriculum emphasises students
undertaking inquiry-based learning
Research-tutored
Curriculum emphasises
learning focused on students
writing and discussing papers
or essays
Research-oriented
Curriculum emphasises teaching the
processes of knowledge-construction
in the subject
Research-led
Curriculum structured around
teaching current subject
content
EMPHASIS ON
RESEARCH PROCESSES
AND PROBLEMS
RESEARCH CONTENT
Conceptions an definitions of research-teaching links vary
Healey (2005) p. 70.
The teaching/research relationship in universities: a typology

5. 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

6. IBL involves Tutor and/or students establishing question/problem etc
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
Discussing, receiving feedback, synthesising information, constructing knowledge
Analysing and communicating ideas and results
Participating in a research community

7. CILASS IBL framework Collaborative inquiry
Information literacy development
Networked learning
Interdisciplinary inquiry
Explicit and embedded
‘process support’

8. Spaces for IBL Flexible Social Information-rich Technology-rich
Integrated – supporting independent learning and facilitated learning

9. Spaces for IBL

10. CILASS spaces 3 ‘collaboratories’ (40, 40 and 24 students)
1 with collaborative workstations
2 with stackable tables/chairs and laptops
Breakout/group-work rooms (6-8 students)
3 modes of use: bookable by staff; by students; drop-in

11. CILASS spaces Plus: Social (‘soft’) space Refreshments
Wireless networking
Seamless access to the wider resources of the IC, and its staff

12. CILASS technologies Collaborative desktops Laptops
Multiple plasma screens
Interactive whiteboards
Access Grid videoconferencing
(studio-based and personal)
Standard videoconferencing
Video-recording
‘Huddleboards’ and copycams
Plus kit for out-of-classroom use: Personal Digital Assistants, camcorders, digital cameras, personal response systems etc.

13. Some questions
A research library supports research activity: what does it need to do differently to support an expanded vision of the research community and its activities?
Do students need a research collection to have a research experience?
To what extent are space and facilities needed for collaborative research interactions in specific discipline areas?

14. Some questions
Does the distinction between undergraduate and research libraries collapse if the aim is to bring research and learning closer together?
If it does, what are the implications for the development of new spaces and services?

15. Some questions
What is the case for separating spaces and services for learning and research?
Does IBL involve forms of research-related activity that don’t apply at more advanced levels?

16. References
Jenkins, A. & Healey, M. (2005). Institutional strategies to link teaching and research. York: Higher Education Academy.

17. 100 Years Of Excellence.