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Enhancing Information Literacy Through Inquiry-Based Learning and Authentic Research

This presentation by Jean Donham emphasizes the importance of inquiry-based learning in developing information literacy skills among students. It explores how effective research can cultivate curiosity and higher-order thinking by encouraging students to engage with authentic questions and real-world applications. Key dimensions of information literacy are highlighted, including skills, knowledge, and dispositions that drive effective information use. The goal is to prepare students to navigate the complexities of library research and transform them into investigative learners capable of deep analysis and meaningful inquiry.

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Enhancing Information Literacy Through Inquiry-Based Learning and Authentic Research

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  1. Assignments Worth Doing:Engaging in Inquiry Iowa ACRL March 3, 2008 Jean Donham, Ph. D. Cornell College

  2. Information Literacy • Skills, knowledge, and disposition for meaning-making • Contextual • Inquiry-based

  3. Student Research What do today’s students think library research looks like? Assembly? Cut and paste? Reporting? Transferring?

  4. Report Research Gordon, Carol (1999). Students as authentic researchers: A new prescription for the high school research assignment,” School Library Media Research Online, volume 2: 1-21.

  5. Learning is in the question. . . • Encyclopedic: Information but rarely insight. • Meaning-oriented: What is the significance within a context? • Relational: What are the factors. . .? What influences. . .? What is the effect of time and events? • Value-oriented: What is the impact. . .? Who cares and why? • Solution-oriented: What can be done? What needs to be done?

  6. Inquiry Observing Questioning Analyzing Questioning Reflecting Questioning

  7. Findings Relevant/Personal Not just reporting Curiosity “Research in reverse” “Thinking like a scientist”

  8. Authenticity • Higher order thinking • Deep knowledge • Substantive conversation • Real-world connection Newmann, Fred, Secada, Walter, and Wehlage, Gary (1995). A Guide to Authentic Instruction and Asessment: Vision, Standards and Scoring. Madison, WI: Wisconsin Center for Education Research.

  9. Biology

  10. Information Literacy Defined Attainment of the skills, knowledge, and disposition that enable one to locate, evaluate, use and communicate information effectively for the purposes of solving a problem, making a decision, or generating new knowledge.

  11. Information Literacy Dimensions Skills: • be able to generate meaningful questions • be skilled in locating information • be able evaluating information • be able to analyze information and use it to construct meaning • be able to apply information intelligently to problems and decisions

  12. Information Literacy Dimensions Knowledge: • What is intellectual property and why does it matter? • How is information organized to provide access in electronic resources? • What is bias and how does one recognize it?

  13. Information Literacy Dimensions Dispositions: • be curious • be open-minded • be investigative • be metacognitive • be strategic • reason • use evidence Ritchhart, R. (2001, April). From IQ to IC: A dispositional view of intelligence. Roeper Review, 23 (3): 143-150.

  14. Learning You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.  ~Clay P. Bedford It must be remembered that the purpose of education is not to fill the minds of students with facts... it is to teach them to think, if that is possible, and always to think for themselves. ~Robert Hutchins

  15. Sources cited Donham, Jean, Kay Bishop, Carol Collier Kuhlthau, and Dianne Oberg (2001). Inquiry-Based Learning: Lessons from Library Power. Worthington, OH: Linworth Press. Farmer, Leslie. (2007). What Is the Question?. IFLA Journal, 33(1), 41-49 Gordon, Carol (1999). Students as authentic researchers: A new prescription for the high school research assignment,” School Library Media Research Online, volume 2: 1-21. Newmann, Fred, Walter G. Secada, and Gary G. Wehlage (1995). A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring. Madison, WI: Wisconsin Center for Education Research. Ritchhart, Ron. (2001). From IQ to IC: A dispositional view of intelligence. Roeper Review, 23 (3): 143-150.

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