#ISEWLib2014 Information literacy

Main post: #ISEWLib2014 at the University of Helsinki Library

We all recognise the problem of trying to deliver training at just the right moment when students ready to take it in and use it!

At the University of Helsinki they have their own ICT Driving Licence course:

58 ICT driving licenceSuggestion from Monica (Ms Norway) about camouflaging information literacy training by getting PhD students to deliver it.  The message can be better received if delivered by someone the students consider their peer, or at least close to them in terms of age and experience.

Katarina (Ms Sweden) told us about the Socrative student response system, which is like Flinga and free.

20 My presentation

My presentation about Skills for Learning at Sunderland University Library. Photo credit Maija Paavolainen.

I (Ms England) told the group about Skills for Learning at @UniOfSunLib.

When resources are tight, or structures changing, think about what you can *stop* doing.

21 Veera customer

@veeris: Customer only cares about what’s in it for him, not about #library. Challenge to switch the message to answer that question.

Study circle cards (Kristina) – these lovely cards can be borrowed from enquiry desk:

22 Study circle cards

Study circle cards

Kristina’s presentation about study circle.  The cards give an introduction and activities on a range of information literacy and study skills themes.  Students can work through them by themselves or in a group.  More info in FinnishMore info in English.

Maija’s presentation about getting feedback on info lit sessions.

Problems with feedback are (a) students’ motivation to give it, and (b) [librarian] teachers’ willingness to receive it.

Solutions for (a): short MCQ form at end of session, give examples of what you’d like to hear in free-response section.

Solutions for (b): reduce sensitivity to criticism by doing it every session; not personal; constructive; good feedback is motivating.

Examples of feedback Qs (I liked emphasis on ‘apply in practice’ rather than enjoyment):

23 Maija feedback QsWhat was the most important thing you learned? (Also helps reinforce the learning points):

24 Maija most important


Supporting Evolving Research Needs

My notes from yesterday’s “Supporting Evolving Research Needs” conference organised by ALISS, the Association of Librarians and Information Professionals in the Social Sciences.

1. The Systematic Review – is the social sciences librarian involved? If not, why not?

Alan Gomersall, Senior Visiting Research Fellow, Centre for Evidence & Policy, King’s College London

Alan spoke of his experience of working with academics involved in doing systematic reviews to inform national policy.  He found that the academics only searched one database (Medline) and did not use synonyms or broader/narrower keywords, or related terms, when searching.  He and a colleague wrote a paper about this, to try to find out why the academics’ research skills were so poor.

His paper identified weaknesses in the systematic review process e.g. Academics ignoring all grey literature on the grounds that it wasn’t peer-reviewed.

Home Office guidelines for systematic review focus on synthesis of findings, not search strategies.  Alan’s work shows that key UK information is being systematically excluded in favour of information from the big-name US databases.

Possible points of failure:

  • Uni library fails to invest in appropriate databases
  • Social sciences librarian & academic staff fail to work together
  • Academic’s poor search skills
  • Too much trust placed in WoK, Sociological Abstracts etc
  • Social sciences librarian never leaves confines of the library

Alan encourages everyone to trial/subscribe to Social Policy & Practice, good source of UK info

Further questions

  • Are UK unis ignorant of the many excellent but small social science databases?
  • Are UK database producers failing to market
  • Are UK library schools limiting student training to a few well-know US services which offer discounts for educational purposes e.g. WoK?
  • Influence of Campbell Collaboration and refusal  by many US databases to accept grey literature

Social sciences librarians must engage with their academics!

Evidence Network site – option to sign up for Alan’s free bimonthly newsletter

Miggie Pickton argues for librarians to be involved in systematic reviews and included in research bids

Centre for Research & Dissemination at York Uni – set good standard

2. What did I do wrong?”a project to support independent learning practices to avoid plagiarism

Helen Hathaway, Liaison Team Manager Science and Information Skills Coordinator,  University of Reading Library

Panic, stress, anxiety, confusion – lots of emotional issues about plagiarism and referencing

Does TurnItIn help with academic practice/referencing? Mixed answers.  May sensitise students to good practice.  Some academics report that it fails to detect plagiarism.

Referen©ite, Uni of Auckland – student voice videos give perspectives on importance of correct referencing e.g. Shows respect to predecessors’ ideas

Uni of Reading have developed re-purposeable resources toolkit – “Academic integrity toolkit”.  Aimed at academics.  It’s meant to be bites iced and incorporated into teaching, not just given out to students for them to read (/ignore).  Considering publishing it as an Open Educational Resource.  For now, guest access to their Blackboard can be arranged.  Contact details here.

Results of research

  • Crucial to go beyond formatting and show role of correct referencing in academic writing
  • Many students failed to engage with skills training
  • Students report lack of consistency and difficulty in finding guidance
  • Implications of alternative academic cultures and experiences (international students)

3. Supporting the Research data management [RDM] process – a guide for Librarians

John Southall, LSE Data Librarian

Digital media formats aren’t future-proof, and researchers have trouble referring back to their notices from 5, 10 years ago if they can no longer open files, or no longer have appropriate disk drive

Strengths of digital media are that it is easily stored, produces perfect copies, great potential for sharing and re-use

RDM includes docs, spreadsheets, research notebooks/codebooks, questionnaires, transcripts, audio, images, videotapes.  A lot of data is generated before any paper is drafted.

UK Data Archive – best practice for creating, preparing, storing and sharing data

Research data objects are acquired or generated during the research process.  Includes protocols and methodologies

Common themes in RDM:

  • Storage and preservation issues
  • Metadata
  • Research ethics (of data creation, of sharing)
  • Data management plan and planning

Other resources:

Not just compliance.  Consider what you would do if you lost your research data tomorrow…

Contact details for John

4. Identifiers for Researchers and Data: Increasing Attribution and Discovery

John Kaye, Lead Curator Digital Social Science, British Library

ODIN = ORCiD (Open Research Contributor iD) and DataCite Interoperability Network

Identifiers such as DOIs uniquely identify research objects.  DOIs assigned by DataCite and CrossRef.  I think the difference is that DataCite makes DOIs for things that aren’t articles, whereas CrossRef assigns DOIs for articles.  ARK = archival research key, a URL to create a persistent identifier.

ImpactStory – view impact of your work using traditional citation metrics and social citations.  Log in using ORCiD details.  See also this introduction to using ImpactStory.

5. Sharing information literacy teaching materials openly: Experiences of the CoPILOT project

Nancy Graham, Subject Advisor (Medicine), University of Birmingham and Dr Jane Secker, Copyright and Digital Literacy Advisor, LSE

OER = open educational resources.  Like CC licence for resources you’ve created.  OER Commons.  OERs are complementary to Open Access, MOOCs, RDM

DELILA = developing educators learning and information literatures for accreditation.  Cross-institutional project to adapt digital and IL [information literacy] resources to OER.

Project CoPILOT – funded by JISC/HEA and aimed to develop a strategy to promote international sharing.  Project is a sub-group of CILIP IL Group.

Mailing list: IL-OERS@jiscmail.ac.uk

Wiki: http://iloer.pbworks.com

Twitter: @CoPILOT2013

CoPILOT – like crowdsourcing of IL materials, gateway of links to sites where materials are hosted.  Good use of tags will be important.

6. Supporting research by becoming a researcher

Miggie Pickton, Research Support Librarian, Northampton University

Miggie’s slides from this presentation

My notes from a similar presentation at Umbrella 2011.  Contact details for Miggie.

Summary of IFLA information literacy conference

Here’s a list of all my blog posts from this conference:

Some ideas which didn’t quite fit in the other blog posts:

  • Not addressing information literacy well in schools creates a problem for universities
  • Today’s students are no longer the people our education system was designed to teach
  • Encourage students to use Zotero – universities  subscribe to e.g. RefWorks, but if they use that, they’ll lose all their info when their student status ends

It was a great conference – friendly people, fab venue at the University of Tampere, amazing food, free wifi.

Pulla and coffee

I think I’ve got a new favourite country, and it’s Finland.

Update: speakers’ presentations are now available on the conference website


Engaging learning environments for the future

Elizabeth Stone memorial lecture

by Kirsti Lonka, Professor of Behavioural Sciences at the University of Helsinki

Kirsti told us about the Designing society through thinking project, which is part of World Design Capital Helsinki 2012 – I love this idea, and it seems typically Suomi!

Integrated competence as the goal of higher education (HE) – an idea that came from medical education – problem-based learning.  Knowledge is important, but students need to learn how to be self-regulating, to think, communicate, have emotional intelligence, be able to handle stress (theirs and other people’s), think ethically, see technology as a natural part of life.

She introduced us to the sociocultural idea of human mind:

  • Learning always takes place in a context
  • The context relies on culturally and historically developed structures
  • Human mind or brain does not simply ‘grow up’ biologically, but it is sensitive to being nurtured in a human-life environment

The “bulimic learning model” involves taking in knowledge, storing it and regurgitating it for assessment.  This type of instruction aims to fill a container (the human mind takes in knowledge, spreads it on the exam paper, then forgets it).  The goals are defined in quantitative terms e.g. a student scored 60% in a test.  This means they know 60% (of what?).  How do such practices shape our minds?

Modern ideas of learning involve the learner as central in the creation of meaning, not the teacher as transmitter of knowledge (Biggs 1996).  Learning as an active, constructive process rather than a passive, reproductive process.  How do these ideas really apply in HE practices?

What is epistemic agency? (Scardamalia 2002)  Epistemic agency indicates that the students themselves deal with the problems of goals, evaluations, and long-range planning that are normally left to teachers and managers.  Instead of studying for isolated courses and credit units, students engage in personally meaningful study projects.  Epistemic agency and self-regulated learning are valuable aspects of HE.

Our working days don’t roll as out planned, even with meticulous preparation.  We have to teach students how to cope with this kind of fast-paced working life, and how to manage interruptions etc.

Technology is a part of our social and knowledge practices.  95% of young Finns use technology for leisure, but only a very small proportion for education, so they learn that it is a distraction, not a potential work tool.  Blended learning environments combine physical, virtual, social, mobile and mental spaces of learning.

What is interest?  Interest is a psychological state including an affective component of positive emotion and a cognitive component of concentration.  Students who experienced more interest also showed more persistence, and performed better in a recall test.  Caring/interest correlates with results.

Four-phase model of interest (Hidi & Renniger 2006)

Situational interest (CATCH)
A) triggered
B) maintained

Individual interest (HOLD)
A) emerging
B) well-developed

Agency and ownership are so important.

What makes lessons interesting? (Tsai et al 2008)

  • If the teachers control too much, students’ emotions are less positive
  • Cognitive autonomy support gives students an enhanced sense of control
  • Cognitive autonomy is supported during lessons where students’ prior knowledge and understanding are activated and aims are transparent

Such lessons are associated with more enjoyment and interest!

Four-channel model of flow (Csikszentmihalyi 1988)

Four channel model of flow

Challenge and feeling of competence is a recipe for success!

What do Kirsti’s studies show so far?

  • even mass education can be engaging and promote flow
  • academic emotions, especially interest, predict cognitive academic outcomes
  • on the basis of our measurements, can group students into c,uses that react differently in instructions settings:  “cook-book learners”, “theorists”, “reflective professionals”
  • during an engaging lecture, optimism, reflective thinking and student engagement may increase

Creating new knowledge practices

Collectively cultivated knowledge practices have their impact on the nature of learning.  Knowledge practices are social practices related to working with knowledge and they include personal, collaborative and institutional routines.

The knowledge practices of digital natives (those born since 1990) are different. Typically, they multi-task, read from screens, are fond of computer games, make extensive use of social media, use online chat; and outsource many cognitive functions to different technological tools.  Collaborative knowledge construction means connecting people and ideas!

Reflect on what has been constructed collaboratively.  Puzzles and problems are great for deep learning.

New practices call for new tools – Kirsti has been involved in designing new office environments for academics which have multi-level desks, electricity points, space to hide cables, separate space for drinks.  Also, the practices of informatics have drastically changed.  Libraries may support a range of student activities in a flexible learning environment.  The library’s physical space can provide a unique learning experience to the students as well as allowing a new level of social interaction.

23 Things Oxford – a poster at #IFLAinfolit

Last week I attended the IFLA satellite conference The Road to Information Literacy – Librarians as Facilitators in Tampere, Suomi/Finland, and presented a poster about 23 Things Oxford.

@laurajwilkinson and 23 Things Oxford poster

The Moomin images in the poster were used with the kind permission of the trademark holders, Bulls Press.

Here is the full text of the poster:

The 23 Things model – from social media exploration to other forms of information literacy training

1. The original 23 Things idea

In 2006, the original 23 Things programme, Learning 2.0, was designed by Helene Blowers in the USA.

Aim: to introduce library staff to emerging technologies through the completion of 23 things, or tasks.

Participants record their progress by blogging about their experience each week, during which there was a focus on a different set of tools and two or three Things to complete.

Content was delivered through the Learning 2.0 blog, allowing the programme timing to be self-directed by participants.

2. 23 Things Oxford

From my previous experience as a teacher, I could see that students learned most effectively when they were actively engaged in the learning process.

23 Things is user-centred, accessible to both full-time and part-time staff, and allows participants to choose a level of challenge by offering the basic and advanced routes through the activities.

In late 2009 I came up with the idea of modifying the Creative Commons licensed Learning 2.0 programme for Oxford’s librarians.

3. Planning

I assembled a team of web 2.0 enthusiasts to help me with the planning and delivery of the programme.  We only met twice; the rest of the work was done online via Google Docs, in the spirit of the programme.

We created a list of weekly themes and then the 23 Things activities themselves.  We extended the programme from 9 to 12 weeks and added newer tools, such as Twitter.

4. Modifying the programme

We were aware that some participants might be reluctant to sign up to some of the social networking sites and for these tasks we avoided compulsory sign-up.

We attempted to keep the number of different accounts to a minimum; where possible we used Google and Yahoo! services in order to achieve this.

We also decided to run a series of drop-in sessions to provide 1:1 support and additional hardware or computer functionality to which not all participants may have had access e.g. cameras, and sound enabled PCs so they could listen to podcasts.

5. Go live!

23 Things Oxford began on 18th January 2010 and finished 12 weeks later on 9th April.  A new year, a resolution to commit to learning, and a springtime flowering of possibilities and potential for the tools experienced to be used in libraries.

23 Things Oxford was delivered via the Ox23 blog. Each week, 3 or 4 posts were published including an introduction to the week’s theme, step-by-step instructions on how to complete the Things and ideas for exploring the topic further.

6. Themes for each week

  • Introduction and personalised homepages
  • Blogging
  • RSS feeds
  • Online photos and images
  • Social bookmarking
  • Podcasting / YouTube
  • Social networking
  • Twitter
  • Wikis
  • Office 2.0
  • Widgets
  • Summary of experiences

7. Participation

138 members of library staff registered to take part in the programme and set up blogs to record their progress.  82 participants successfully completed the programme.

8. Incentives

We decided that a small incentive was a good way to encourage participants to complete the programme. CrossRef kindly agreed to sponsor the programme in order to fund the prizes. Each participant who completed all 23 Things by 9th April was given the choice of either a £10 Amazon or iTunes voucher and their names were entered into a draw for an iPod Nano.

9. End-of-programme survey

At the end of the programme, all participants (whether they completed successfully or not) were invited to take part in a survey.  The response rate for this survey was 72%.  Many respondents reported increased confidence in tackling something new and improved skill level in using the tools explored during the programme.  They enjoyed the range of tasks and the online community that built up as participants began to read and comment on each others’ blogs.

10. Survey summary

The majority of respondents said they found the frequency, duration and level of the tasks just right. An overwhelming 93% said they would recommend the programme to their colleagues.

23% of respondents to the survey said that they did not complete the programme. The main reason given for this was lack of time. Other responses were that the tasks were too difficult and concerns over privacy and the number of accounts created.

11. Feedback from participants

In addition to the survey responses, we received feedback from the emails and blog posts from of the participants. An area that was often cited as a success was the community, both online and in our libraries, which the programme created.

In the next frame is a selection of comments from the participant’s final blog posts where they were asked to summarise their experiences with web 2.0 during the course of the programme.

12. Quotes from participants

“I’m delighted to have mastered so much & to have explored Web 2.0. I feel much more confident technically & am delighted that, at last, I know what this stuff actually *is*.”

“I felt it was an excellent and timely opportunity for me to expand my knowledge of Web2.0 tools and somehow determine the extent to which they could be effectively used in a University library setting.”

“23 things was definitely a worthwhile program, and I learnt lots, and it’s inspired me to the possibilities of Web 2.0.”

13. The organisers’ perspective

There is no doubt that being involved in the running of the 23 Things programme at Oxford was an enjoyable and rewarding experience. It was also a great challenge. No matter how well prepared we thought we were, we still encountered some issues as the weeks went by; none however were insurmountable.

14. Lessons learned

One thing we were not prepared for was the unease with which some participants greeted the public nature of web 2.0.

We had anticipated that signing up to Facebook would be controversial for some and therefore did not require it for completion of the task that week; however we met similar concerns with LinkedIn and modified the task to reflect this.

Some participants chose to remain anonymous, and created accounts and blogs under a pseudonym.

15. A different type of training

One of the most interesting aspects of the programme was its success as a training programme which staff completed at their desks. A number of participants commented on this on their blogs and expressed a desire to have more training delivered in this way. This was of particular interest as most of the training for library staff at Oxford has previously taken place in face-to-face workshops. Releasing staff to attend such workshops can be problematic, especially in libraries with a lot of part time staff.

16. What next?

Since 23 Things Oxford, similar programmes have been run at the universities of Cambridge and Warwick.  At Oxford, with so many library staff now more familiar with social media, the next step was to use these skills to create or improve the social media presence of Oxford libraries.

As a follow-up, the 23 Things Team ran an event called 23 Things Summer Camp to help library staff with the Strategy, Setup and Synchronisation of their social media tools.

17. Further applications of the 23 Things model

There is great potential for the 23 Things model to be broadened to deliver not just social media exploration, but other aspects of staff development and training.  The structure of the scheme allows individuals to participate at their own pace without being tied to a venue or time of day.  The programme can also be differentiated to allow people with varying levels of prior knowledge to take part at a level that suits them.

18. Main benefits of an online learning programme

Timing is flexible – participants can follow the programme at any point in the week, and are not obliged to attend a session at a particular time

Timing is inclusive – everyone can participate on an equal basis, whether they work full- or part-time

Not tied to a specific location – staff can take part from their usual workplace, without having to travel to a particular training location

19. Examples of other applications of the 23 Things model

Many staff development courses could be adapted for delivery within this model such as:

  • Introduction to the organisation and its history and staffing structure
  • Information about personnel services, pensions, benefits, policies
  • Basic health and safety e.g. fire awareness, manual handling
  • Management development
  • Information literacy
  • Using the OPAC or other web interfaces to library resources

20. Key ingredients of a successful online learning programme (1)

Have clear instructions for each week’s tasks, and keep them concise.

Have specific outcomes for each task, so that participants know what they have to blog about in order to have completed each Thing.  Reflective weeks and open-ended topics are OK but use them sparingly.

21. Key ingredients of a successful online learning programme (2)

Differentiation – participants can choose the task most suited to their experience and ability.  For example, set tasks at novice, intermediate and advanced level for the same topic, so that all participants increase their knowledge, but the outcomes are slightly different.  This helps to engage all staff, rather than aiming a training session at an ability/experience level.

Encourage people to comment on each other’s blogs, to develop conversations and build a sense of community.  Having the organisers take the lead on this helped other people to get involved too.

22. Key ingredients of a successful online learning programme (3)

Support the online learning with face-to-face sessions, so people who are stuck can get help.  This is especially important for those who are less confident with technology in general, as they are least able to ask for help via email and may become frustrated and give up earlier than more experienced users.

Focus on student-centred learning: what have the participants gained from their involvement, and can they demonstrate their new knowledge and skills?  This is the antidote to traditional training in which the presenter tells the audience what they should know, but does not engage with their audience or test their learning.

23. Credits

Thank you to the other members of the 23 Things Oxford Team: Emma Cragg, Jane Rawson, Angela Carritt and Penny Schenk; to CrossRef who sponsored the prizes and to all those who participated in 23 Things Oxford and 23 Things Summer Camp.

Contact details

Laura J. Wilkinson

St Hugh’s College, University of Oxford


Web discovery tools and user experience

This presentation was given in two parts: a perspective from Sheffield Hallam University and a case study from the British Library

1. Matt Borg & Angie DonoghueSheffield Hallam University (SHU)

At SHU they have recently implemented Summon – a shift from systems that librarians know how to navigate to ones that are intuitive.  An excellent user experience requires the right systems

Connecting users with the information they seek is one of the central pillars of our profession.  James Vaughn

Summon was rebranded to “Library Search”.  The implementation of a web-scale discovery service allowed librarians to focus on the process, not the tool, when delivering information literacy sessions.

The trouble with Summon is that students don’t need to be taught how to use it, but librarians do.  Matt Borg via Daveyp

Matt told us about the concept of shoshin, or beginner’s mind: “In the beginner’s mind there are many possibilities, but in the expert’s there are few.”  Use the system like a user, not like a librarian.

We are not our patrons

2. Louise Doolan, British Library (BL)

In 2008, the BL had 37 online catalogues.  One of them looked like this:

Old BL Catalogue

The British Library chose Primo as their resource discovery interface, and branded it as Explore.  It was launched in 2012:

Primo at the BL

The old catalogue only indexed about 8% of whole collection; Explore/Primo now indexes 33.5%.  Explore is the main gateway to the collections, but it’s still not the only catalogue.

“We had to take complex Boolean searching away from our librarians.”  The culture change began as a drip feed – they wanted to get the doubters on board.  Theories and an academic framework were used to ensure buy-in from stakeholders who would respond to this type of approach.  Information literary was not mentioned.

A communication and training programme for library staff was initiated to ensure that all staff could support researchers, taking account of users’ variance in information literacy skills.  SCONUL’s 7 pillars of information literacy model was adapted – ‘researcher’ was changed to ‘librarian’, and the ‘evaluate’ and ‘present’ pillars were not relevant in this context:

  • Identify: a librarian is able to identify a need for information to address the research question
  • Scope: a librarian can assess their current knowledge and identify gaps
  • Plan: a librarian can construct strategies for locating information and data
  • Gather: a librarian can locate and access the information and data they need
  • Manage: a librarian can organise information professionally and ethically

Researcher Development Framework (RDF) – describes knowledge, skills, behaviours and personal qualities of researchers at different stages of their careers and encourages them to aspire to excellence.

The adapted pillars of information literacy and Domain A characteristics of the RDF also fed into the BL’s list of professional competencies and are used in appraisals.

Facilitating learning through guided enquiry

Professor Carol Kuhlthau, Rutgers University, USA

The problem is—and this is true of books and every other medium—we don’t know whether the information we find [on the Web] is accurate or not. We don’t necessarily know what its provenance is. So we have to teach people how to assess what they’ve found. That’s a skill, a critical-thinking capacity, which is important no matter what the medium. It’s just more dramatic in the World Wide Web, where there’s so much juxtaposition of the good stuff and not-so-good stuff and flat-out-wrong stuff or deliberate misinformation or plain ignorance.  Vinton Cerf

Common misunderstandings

  • The Internet is a digital library
  • Users are competent, independent and self sufficient
  • There is no need for library or librarian

What value do librarians add to learning in the information environment?

What is the essential role of librarians in 21st century education?

A definition of information literacy (IL)

The ability to locate,


and use information


for learning, thinking and creating.

IL in the 21st century

  • IL is the core of what it means to be educated in the 21st century.
  • It is understanding how to learn and innovate from a variety of sources of info.
  • Literacy is not just reading and maths any more.
  • Textbooks do not put students into the real world of contending with multiple sources of information.
  • Research matters.

To build, sustain and improve a field, use this triad:

  • tradition and knowledge
  • expertise and best practice
  • research and innovation

Constructivist theories tell us that there is uncertainty in learning.  There are three dimensions of experience from the student perspective:

  • Affective – feeling
  • Cognitive – thinking
  • Physical – acting

Model of the information search process (Kuhlthau 2004)

Model of the information search process

Uncertainty is the beginning of learning – without it, we are collecting fact; copying and pasting.

Student quote:

“The mind doesn’t take everything and put it into order automatically… Understanding that is the biggest help.”

It’s not what students expect.

Zone of intervention

This is the area in which an information user can do with advice and assistance what he or she cannot do alone or can do only with great difficulty.  Intervene at the right time.

Potential zones of intervention in the information search process

Invitation – getting started

Selection – background, ideas

Exploration – confusing uncertain

Formulation – focus turning point

Collection – focusing gathering

Presentation – creating, acting, solving

Guided inquiry

Grounded in the research of the information search process [ISP].  Based on constructivist approach to learning in a complex information environment.  The goal is to prepare students for living and working in the changing information environment of the 21st century.  Guided inquiry is what we do; ISP is what the information users do.

Guided inquiry design

This is a framework for you to use to guide your students through the inquiry process.

Guided inquiry design process

The stages are: Open, Immerse, Explore, Identify, Gather, Create, Share, Evaluate.

The third space

Most school learning takes place in the second space – doesn’t mean much to students.

The guided inquiry design process roots the learning in the students’ world.  Transforms the library into an inquiry lab for IL.

Combining the guided inquiry design process into the information search process

Combining guided inquiry and information search

Information workers consider information-seeking a necessary preliminary activity to the more significant endeavour of using the information to accomplish the tasks and goals that encompass their work.  People who are proficient at this process are extremely beneficial to the success of their organisation 🙂