Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.

1. Is number 5 alive? What does ‘the information literate graduate’ mean to our students? UoS Learning and Teaching Conference, January 14 th 2008 Sheila Corrall, Laura Jenkins, Philippa Levy, Clare Scott, Peter Stubley, Sheila Webber and CILASS Student Ambassadors, for the CILASS Information Literacy Network

7. UoS, Dept. of Archaeology Field work “ I've picked up things from that module - just things like, you can answer 'no' rather than 'yes'; different ways of looking at things from different angles rather than just your textbook and 'this is what someone says' […] It's like, thinking for yourself, and asking different questions, and different ways of analyzing things and going through processes, rather than just looking at books”.

9. Inquiry at Level 1 ‘ Understanding Law 2’ “ At the end of the module, I felt I´d taught myself something, but with a little bit of guidance, talking to people…and in the seminars, you got to discuss why you did things in a certain way, and you did it yourself, but you got the input as well…that was really good”.

11. Close of module research poster conference, May 2007 INF106 ‘Inquiry in Information Management’ “ What made us pick this particular topic was that we were all fascinated by something non-one within the department really knew the answer to […] someone out there had the facts we needed to successfully answer the question, it was the challenge of finding this that drew us to the idea of [the topic]…

13. A student prepares his skating robot for a test run at the Olympic Ice Skating Rink (University of Calgary, Canada) Example provided by Angela Brew, University of Sydney Electronics

14. Discovery-responsive IBL activities are primarily designed to involve students in pursuing new questions, problems, scenarios or lines of inquiry, as formulated by tutors, in interaction with the knowledge-base of the discipline (“how can I answer this new question?”). EXPLORING AND ACQUIRING EXISTING DISCIPLINARY KNOWLEDGE PARTICIPATING IN BUILDING DISCIPLINARY KNOWLEDGE Information-responsive IBL activities are primarily designed to involve students in exploring the knowledge-base of the discipline in response to questions, problems, scenarios or lines of inquiry formulated by staff (“what is already known about this?”). STAFF-LED STUDENT-LED Discovery-active IBL activities are primarily designed to involve students in identifying and pursuing their own new (or new to them) questions, problems, scenarios or lines of inquiry in interaction with the knowledge-base of the discipline (“how can I answer my (new) question?”). Information-active IBL activities are primarily designed to involve students in exploring the knowledge-base of the discipline by pursuing questions, problems, scenarios or lines of inquiry they themselves have formulated (“what is already known about this?”).