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Inquiry Based-Learning and Information Literacy:
A Teaching Technique an= d Sophistication with Information
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Undergraduate Education
oCan be “designed as a continuum to prepare students for continued learning and professional work through developing their talents to formulate questions and seek = answers” (Boyer Commission on Educating Undergraduates in the Research University, 2001.)
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Inquiry-Based Learning
oDefinition: a student centered teaching approach that begins with the student’s curiosity and aims for self-directed learning. oInstructor provides activities that engage = students in forms of pragmatic action that = have real value in the students’ lives. = oA range of philosophical, curricular, and <= /span>pedagogical approaches to teaching. = (Dewey and Freire) 
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Desired Learning Outcomes
oStudents practice solving problems in and out of class, alone or together in groups, with guidance from the instructor. They hand in their work = and get it assessed. o After e= nough practice, they can apply the problem solving strategies in real life after graduation
o
o
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Information Literacy
oDefinition: a set of abilities that allow a person= to recognize when information is needed and to effectively and efficiently act on that need (Rockman, 2004.) oDetermine the extent of information needed; access the information effectively; evaluate information and its sources critically;  incorporate selected information into knowledge base; use information to accomplish a specific purpose; understand the economic legal and social issues surrounding the use of information and access and = use information ethically and legally (Association= of College and Research Libraries, 2000.)
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Fusion or constellation of skills
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oLibrary literac= y
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oComputer litera= cy
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oMedia literacy&= #13;
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oTechnological l= iteracy
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oCritical thinki= ng
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oEthics
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oCommunication s= kills
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Desired Learning Outcomes
oStudent can write a research question based on a <= /span>subject of personal interest oStudent can develop a working knowledge of this subject
<= span style=3D'font-size:73%'>oStudent can find information for evidence
oStudent evaluate the findings with appropriate criteria oStudent can distinguish scholarly information from= popular oStudent can construct new knowledge for self based on research findings oStudent can present a synthesis of findings to others
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Are Inquiry Based Learning = and Information Literacy the Same Thing?
oOne is pedagogical; the ot= her is a sophisticated relationship to information.
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IBL a Good Method for Teaching the Research Process
oThe pre-quantita= tive and pre-qualitative resear= ch process can be taught in segments:
nWhy res= earch matters
nIdentif= ying and refining a research subject
nTurning it into a question; developing a working knowledge of the subject
nCreatin= g a research plan and keeping a log
nConquer= ing library anxiety
nFinding= and using help
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Examples
oInquiry-based learning: you give students a proble= m in your discipline in the form of a question; they= solve it by asking and answering the question and reporting back (ex: When was DNA discovered and by whom?)
oInformation literacy: students can find informatio= n, evaluate it, and apply it ethically, using an = appropriate citation style (ex: Using appropriate = index/database, students find original date of research findings article about DNA in Nature; then compare to coverage in New York Times noting differences in language, citation style, etc.
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Other Examples
oName periodical databases relevant to your field and illustrate the differences between subject and keyword searching oDemonstrate use= of the Internet with some quality criteria in mind
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oAvoid plagiaris= m
<= span style=3D'visibility:hidden'>o
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ISP Model-Information Search Process
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oCarol Collier K= uhlthau (1993)
oBeyond the mech= anics of information seeking
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oAffective (feeling)
<= span class=3DBB style=3D'position:absolute;left:-6.51%'>oCognitive  (thoughts)
oPhysical (actio= ns and strategies)*
<= span style=3D'visibility:hidden'>o
o* Seeking Meaning (2nd=  edition, 2004)
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Conclusions
oLet’s end lip service about “lifelong = learning” oWith grounding in inquiry, discovery, and <= /span>active learning guided by information = literacy principles in many disciplines, we’= ll develop stronger students who do better research.
<= span style=3D'font-size:87%'>oThis <= b>will result in lifetimes of learning.
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Carroll Wetzel Wilkinson
Director of Instr= uction and Information Literacy
West Virginia University Libraries
cwilkins@wvu.edu<= span style=3D'font-size:66%'>
304-293-4040 x4002
http://li= braries.wvu.edu
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