Centre forInquiry-basedLearningin the Arts and Social Sciences

www.shef.ac.uk/cilassPamela McKinney

p.mckinney@sheffield.ac.uk

How does CILASS work?

• £4.5M, initially funded by HEFCE + £350K additional capital funding

• Strategic departmental curriculum development projects with capital funding

• Individual curriculum development projects

• Creation of innovative learning spaces: collaboratories

What is Inquiry-based Learning?• Approaches to learning that are based on a process of

self-directed inquiry or research • IBL approaches include case-study and problem-based

learning • IBL can be used as the design principle for whole modules

or programmes, teaching strategies will be designed to support the inquiry process.

• IBL could be incorporated into a traditional curriculum• The stimulus for an inquiry could, be an intriguing

fieldwork problem, a complex `real-life´ case-study, or an interesting research question

• inquiry is an active, self-directed, questioning and critical approach to developing knowledge

Information literacy and IBL

• Information literacy is a key theme of CILASS

• 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

LTA Strategy: key to embeddingIBL• carry out extended independent enquiry,

formulating relevant questions and engaging critically with a wide range of evidence;

IL• demonstrate the core capabilities and skills of

information literacy, interacting confidently with the nature and structure of information in their subject and handling information in a professional and ethical manner;

Technology rich Collaboratoriesin the Information Commons• Interactive whiteboards• Access grid videoconferencing • Mobile technologies e.g. laptops and scanners• Personal response systems

In Bartolomé House• Large plasma screens• Mobile technologies

Collaboratories

Learning Development and Research Associate: Information Literacy• Raise awareness of information literacy with

CILASS project leaders• Support project leaders by conducting

research on their behalf into IL issues relevant to their projects.

• Contribute to the development of learning materials in relation to IBL and IL

• Contribute to the dissemination objectives of CILASS in relation to IL.

• Contribute to the CILASS evaluation strategy

SCONUL model of Information Literacy: Seven Pillars of IL

Information Literacy Network• Partnership between CILASS, Library and DIS

• Chaired by Prof. Sheila Corrall, DIS

• Electronic community

• Programme of events

• IL Resources, including online resource list

• Workshops for CILASS (and other) departments developing LTA strategies

• Learning Through Enquiry Alliance conference: workshop on IL and IBL

Information Literacy Audit• Review of current approaches to IL skills

development in Department of Information Studies

• Interviews with all module leaders

• Map their practice onto the “seven pillars” model

• Identify areas in programmes where IL skills development should be enhanced

• Complicated by IL as a subject

• Scalable to other departments

Embedding IL in the curriculum Some projects have an information literacy

theme and proposals already identify ways this can be addressed e.g.

• Use of the Library’s information skills tutorials

• Extra support for literature searching

• Additional tutorials to teach information literacy in the context of specific assignments

Embedding IL in the curriculum

Other project leaders have not even thought about IL!

• Introduce them to the concept and to how IL and IBL interact

• Promote Library’s information skills tutorial

• Develop their approach to resources

• Suggest techniques to build IL skills through IBL

“Good” IL Projects: Philosophy• Compulsory completion of “Guide to the Library

catalogue” and “Effective searching on the Internet”

• Students to attend one hour “Advanced Google skills” seminar

• LDRA associate to train the trainers

• Use annotated bibliographies

• Will be seeking to adapt Information skills resource for Philosophy

Projects that needed IL development: Archaeology• Need to define IL and say why it is a ‘good

thing’

• Overcome resistance to WebCT and introduce Library’s tutorials

• Interacting with information in structured sessions (IBL and IL together!)

• Reflection on search process through annotated bibliographies

Dissemination• Talk to project leaders about what others have

done• IL Network events• IBL toolkit: Process support for building IL skills

and competencies in students• CILASS events• LILAC 2006• “Recognising the need” conference• Links with HE Academy ICS subject centre