Presentation on theme: "Information Literacy and Inquiry-based learning Pamela McKinney Learning Development and Research Associate (Information Literacy) at CILASS CILASS identifies."— Presentation transcript:
1 Information Literacy and Inquiry-based learning Pamela McKinney Learning Development and Research Associate (Information Literacy) at CILASSCILASS identifies IL as a key area of capability for our studentsSome of you may be wondering exactly what we mean by Information Literacy so I’ve included this definition (formerly the Library Association)IL has been on the library agenda for years**Australia and the prerequisites for citizenshipand but we’re seeing it addressed much more in the wider educational context. E.g in the characteristics of the Sheffield graduate from the University LTA strategy, which helps us a lot!
2 Learning outcomesAn increased understanding of the links between Inquiry-based Learning and Information Literacy• An opportunity to experience inquiry-based learning first hand.• An understanding the practical approaches taken at CILASS to develop IL through IBL and the generation of ideas for using IBL to develop IL that could be applied to their own practice.• Ideas for developing intra-institutional partnerships to support IL development through the practice adopted at the University of Sheffield
3 Session OverviewSetting the scene: educational development with CILASSGroup inquiry task to design inquiry-based learning for information literacy based on CILASS casesGroup feedback and discussionWhat actually happened: how the CILASS project developed
4 What is CILASS? 5 year programme, impacting on 10,000 students Centre for Inquiry-based Learning in the Arts and Social Sciences, a Centre for Excellence in Teaching and Learning5 year programme, impacting on 10,000 students£4.85M funding in total from HEFCEIncludes £2.35M capital fundingFocusing on inquiry-based learningCore community: Faculties of Arts, Social Sciences, LawDevelopment, innovation and researchCILASS hub located in the Information Commons plus ‘satellite’ in Bartolome HouseI work for CILASS: Centre for Inquiry based learning in the arts and social sciences which is one of 74 national centres for excellence in teaching and learning that were set up nearly 2 years ago in various universities around the country.We were given nearly 5 million pounds to spend by hefce – The Higher Education Funding Council for England to enhance the existing excellence in Inquiry-based learning or IBL as we call it, in the faculties of Arts, social Science and law.We have the rather grand aim of impacting on 10,00 students during the lifetime of the project and so far we think we’re on track to achieve this.We are using part of the money to fund curriculum development and scholarship of teaching and learning projects in our core faculties and beyondAnd part to create innovative technology rich learning spaces within the university.Picture shows bartolome house ‘collaboratory’Will also have a home in the new ‘Information Commons’ opening imminently – plasma screens, videoconferencing, interactive whiteboards, flexible furniture, personal response systems and other exciting gadgets
5 What does CILASS do?CILASS funds curriculum development projects in all Departments and Schools in the faculties of Arts, Social Science and LawCILASS funds Individual or small group projects proposed by staff from across the UniversityCILASS aims to have a strategic impact on Learning and TeachingCILASS invites projects to respond to our core themes of collaboration, networked learning and (of course) information literacy
6 What does CILASS do?Provides flexible technology rich space for learning and teaching
7 What is Inquiry-based Learning? The core of inquiry is the QUESTIONInquiry is a process of discovery, with as its point of departure a scenario/question/problem established by the tutor/studentIBL is a pedagogy based on student-led exploration, investigation, research
8 What is Inquiry-based learning? IBL can involve case scenariosIBL can involve experiential learning such as fieldworkIBL can involve small and large investigationsIBL can involve Individual and collaborative projects
9 Inquiry and Information literacy Information literacy skills equip students with the means to conduct independent inquiry and puts them on the path to lifelong learningThe development of strong information literacy capabilities is fundamental to the success of IBLInformation access and processing skills such as those involved in using electronic resources to search for information are a pre-requisite for students undertaking an IBL curriculum.CILASS is particularly interested in building ‘higher order’ IL capabilities in critical thinking, evaluation, synthesis, communication and knowledge-creation through inquiry
10 Learning Development and Research Associate – what is that? A varied role encompassing educational development, research, liaison, workshop facilitation and evaluationA special focus on information literacyWork with academics to develop their ideas for their Inquiry-based curriculum development projectsDevelop strategies for building IL skills within the context of their IBL projectPamChallenge academic’s conceptions of information literacy in terms of“Someone else does all that”“They should already know how to do this”“they will just develop these skills as a by-product of doing the course”Use reflection to focus on the Process of learning in terms of their information behaviourUse IBL to develop IL competencies, not “teach” information literacy in a didactic way.
11 The TaskYOU are Learning development and research associate working at CILASSThe department has approached you to help them deal with the scenario as givenFor your scenario respond to the question: “How can these students build their IL skills through inquiry?”NOW GIVE OUT PACKS and get people into groupsThen go to next slide
12 CILASS support Technology rich learning spaces Funding available to pay academics for their timeFunding available to pay students for their time and input
13 Support from the Library Can the Library support the project with online information skills tutorials?Can academic liaison librarians be involved?How can you make the best use of Library buildings and learning spaces?How can you make the best use of electronic library resources?
14 Other support in the University How can you make use of the Virtual Learning Environment?How can you draw upon media and AV expertise in the University?How can you draw upon existing knowledge of the student population?
15 Scenario 1This department is concerned that students take several weeks to settle in and become familiar with their colleagues on the course, the University and in particular library and information resources. This means that they are not well equipped to ‘hit the ground running’ and engage with the course content and initial assessed work. The department would like to use some kind of collaborative Inquiry-based Learning activity in Intro week to build information literacy skills. The students all receive a traditional lecture from the academic liaison librarian and have access to an online VLE resource created by the Library to aid with information literacy development, but currently lack a practical opportunity to develop their skills.
16 Scenario 2This department is concerned about poor student perception of library resources when academics consider the library well stocked for student needs. Students lack skills to look beyond the reading list, often choosing inappropriate resources while missing out on the large number of online resources available through services such as JSTOR and other full text bibliographic databases. The department is keen to embed information literacy development in the existing curriculum rather than having standalone IL sessions and sees the weekly seminar programme as the ideal place for IL development. Some 150 students participate in seminars in groups of 20 run by a mixture or PG tutors and academics so coordination of these different people is a particular challenge.
17 CILASS solution: Student mentors in Human Communication Sciences Student mentors recruited from students at level 2 and trained in ILLevel 1 students assigned in groups on day 1 of intro week to design a poster that responded to a video stimulus. “What do I need to find out to know more about this situation?”Each group assigned a mentor and meet-up sessions timetabledStudent mentors expected to familiarise groups with the Library and information resources at the UniversityPoster showcase at lunchtime on day 5 of intro week, academics, Library staff, students and CILASS invited
19 CILASS Solution: Information literacy through the curriculum Key core modules identified at L1 and L2 and particular points in the semester targeted for IL developmentEngagement from all seminar tutors securedSmall collaborative inquiry-based tasks designed responding to skills development across the ‘seven pillars’ of ILExample task: “Evaluating secondary materials” students analyse critical writing about a familiar text and consider the evidence for the critics’ opinionStudents engage face-to-face and through discussion boards on the VLE and receive feedback from seminar tutors