1. Information Literacy and Inquiry-based learning Pamela McKinney Learning Development and Research Associate (Information Literacy) at CILASS
CILASS identifies IL as a key area of capability for our students
Some 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 citizenship
and 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 outcomes
An 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 Overview
Setting the scene: educational development with CILASS
Group inquiry task to design inquiry-based learning for information literacy based on CILASS cases
Group feedback and discussion
What 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 Learning
5 year programme, impacting on 10,000 students
£4.85M funding in total from HEFCE
Includes £2.35M capital funding
Focusing on inquiry-based learning
Core community: Faculties of Arts, Social Sciences, Law
Development, innovation and research
CILASS hub located in the Information Commons plus ‘satellite’ in Bartolome House
I 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 beyond
And 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 Law
CILASS funds Individual or small group projects proposed by staff from across the University
CILASS aims to have a strategic impact on Learning and Teaching
CILASS 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 QUESTION
Inquiry is a process of discovery, with as its point of departure a scenario/question/problem established by the tutor/student
IBL is a pedagogy based on student-led exploration, investigation, research

8. What is Inquiry-based learning?
IBL can involve case scenarios
IBL can involve experiential learning such as fieldwork
IBL can involve small and large investigations
IBL 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 learning
The development of strong information literacy capabilities is fundamental to the success of IBL
Information 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 evaluation
A special focus on information literacy
Work with academics to develop their ideas for their Inquiry-based curriculum development projects
Develop strategies for building IL skills within the context of their IBL project
Pam
Challenge 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 behaviour
Use IBL to develop IL competencies, not “teach” information literacy in a didactic way.

11. The Task
YOU are Learning development and research associate working at CILASS
The department has approached you to help them deal with the scenario as given
For your scenario respond to the question: “How can these students build their IL skills through inquiry?”
NOW GIVE OUT PACKS and get people into groups
Then go to next slide

12. CILASS support Technology rich learning spaces
Funding available to pay academics for their time
Funding 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 1
This 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 2
This 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 IL
Level 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 timetabled
Student mentors expected to familiarise groups with the Library and information resources at the University
Poster 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 development
Engagement from all seminar tutors secured
Small collaborative inquiry-based tasks designed responding to skills development across the ‘seven pillars’ of IL
Example task: “Evaluating secondary materials” students analyse critical writing about a familiar text and consider the evidence for the critics’ opinion
Students engage face-to-face and through discussion boards on the VLE and receive feedback from seminar tutors