This document outlines a session on exploring information literacy through inquiry-based learning. The session will introduce inquiry-based learning and the CILASS Information Literacy Network. Participants will analyze competencies using the "Seven Pillars" model and design an inquiry-based learning activity to develop information literacy skills. By the end, participants will understand the relationship between information literacy and inquiry-based learning, models to support inquiry-based learning, and apply inquiry-based learning in practice. They will map information literacy abilities and design an activity for students to improve skills in a small group project.

1. Exploring Information Literacy
through Inquiry
Sheila Corrall & Pam McKinney
CILASS Information Literacy Network
University of Sheffield

2. 2
Session outline
• Introduction to Inquiry-based learning (IBL) and
the CILASS Information Literacy Network
• ‘Seven Pillars’ of Information Literacy
competency analysis
• Learning design task: building IL through inquiry
• Poster display and feedback on learning designs

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Learning outcomes
By the end of the sessions, participants will have
• enhanced their understanding of the relationship
between IL and IBL
• developed an understanding of how models of IL
can support IBL
• acquired experience in the practical application
of IBL

4. 4
The CILASS
Information
Literacy
Network
CILASS
Academics
Department
of
Information
Studies
Library
Information
Literacy
Network

5. What is Inquiry-based Learning?
• Student led exploration, investigation and research
• Inquiry is an active, questioning and critical approach
to developing knowledge
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• It can be case-based, problem-based
or a mini research project
• The stimulus for an inquiry could be
an intriguing fieldwork problem, a
complex `real-life´ case-study, or an
interesting research question
• Seeking information, discussing,
receiving feedback, synthesising
information, constructing knowledge

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Information Literacy and Inquiry
• Information literacy skills equip students with the means
to conduct independent inquiry and put them on the path
to lifelong learning
• The development of strong IL capabilities is fundamental
to the success of inquiry based learning
• Information access and processing skills (such as using
electronic resources to search for information) are a pre-
requisite for students undertaking an IBL curriculum
• Students build ‘higher order’ IL capabilities in critical
thinking, evaluation, synthesis, communication and
knowledge-creation through inquiry

7. 7

8. 8
IL competency mapping exercise
• Map the IL abilities of a typical Level 1
student on the scales provided individually
• Share your results and discuss your
student IL profiles within your group
• Decide in your group where you would
target the IL development activity

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IL through IBL design activity
The Department is concerned about Level 1 students
using poor quality non-academic information resources.
It has asked for help in designing an IBL activity that
small groups of students could do in the first eight weeks
of Semester 1 to help build Information Literacy.
The Department is keen to exploit new media and
Web2.0 technologies as students will be expected to use
these technologies in other areas of the course.
There are 120 students, group work is popular here and
the activity will form part of the module assessment.

10. IL through IBL design activity
• Work in your groups to identify 3 learning
outcomes for your IBL activity
• Use the ‘hub and spokes’ model to provide
a stimulus for your IBL design
• Create a flip chart poster containing your 3
learning outcomes and a description of
your IBL activity
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The Information Literacy Network
Professor Sheila Corrall
s.m.corrall@sheffield.ac.uk
Pamela McKinney
p.mckinney@sheffield.ac.uk