The document discusses using Inquiry Based Learning (IBL) with first-year undergraduate students. IBL involves students investigating open-ended questions and problems through research and scholarship in their field. The author describes using IBL with a class of 40 students by having them work in teams to research information problems. Students practiced interviewing skills in Second Life and conducted interviews to research their assigned information problem. The goal was for students to actively explore knowledge and participate in building new understanding through inquiry.

1. Inquiry Based
Learning with first
year undergraduates
Sheila Webber
Information School, University of Sheffield
October 2011

2. Inquiry Based Learning (IBL)
• A cluster of related pedagogies in which student inquiry
or research drives the experience of learning and
building knowledge (Philippa Levy)
• Students:
– investigate questions & problems that often are open-ended
– apply the principles and practices of scholarship or research
in their academic or professional area
– explore a knowledge-base actively, critically and creatively
– participate in building new meaning and knowledge
Levy, P. et al (2010) Sheffield companion to Inquiry Based Learning. University of Sheffield.
http://www.shef.ac.uk/ibl
Sheila Webber, 2011

3. Teaching 1st years
• 40 students this year, many international
• BSc Information Management
• Using face to face, Blackboard, web resources
• Initially students used SL together in lab with me &
teaching assistant (socialisation element)
• Information Literacy core level 1 module: aims
– to progress students' information literacy in key areas (working
towards being an information literate citizen)
– to develop their understanding of information literacy & information
behaviour theories and practice
Sheila Webber, 2011

4. 5th year I’ve done this exercise
• Webber, S. (2010) 3D virtual learning case study.
University of South Australia.
http://www.unisanet.unisa.edu.au/3DVLE/siteassets
/docs/3DVirtual_Case_Study_BScIM.pdf
• Webber, S. (2010) “Investigating modes of student
inquiry in Second Life as part of a blended
approach.” International Journal of Virtual and
Personal Learning Environments, 1 (3), 55-70.
• Some tweaks & changes each year
Sheila Webber, 2011

5. Rationale for using SL
• 50% coursework: carrying out research interview in
SL, analysing performance as interviewer +
analysing transcript
• Access to wider population; internationalisation
• Prompts reflection and comparison with RL
• As information managers, relevant to learn virtual
world communication skills

6. SL Familiarisation & working on information problem
1st week: Basics
of moving,
communicating
etc.
2nd week: 9 teams of 4-5
students: each given own
mini island + start info prob
3rd week: opinionator exercise
and further work on mini-island
+ work on info prob
4th week: Teams import
presentation on info problem to
SL + set up quiz ball
Sheila Webber, 2011

7. Information problems
• Is the “Google generation” really bad at searching
for, and evaluating, information?
• How reliable is Wikipedia?
• Should Facebook users be concerned about their
privacy and safety on Facebook?
• 9 student teams, 3 tackling each problem
• PPT identifies search process and their conclusions

8. SCONUL 7 Pillars model of Information Literacy
http://www.sconul.ac.uk/groups/information_literacy/seven_
pillars.html
Sheila Webber, 2011

9. SL
familiarisation
Short lecture and
Assignment handout about
Practice interviews
briefing interviewing
in triads (interviewer,
Lecture, exercises, interviewee, observer)
readings on research,
information behaviour, Handouts
data collection & Blackboard
Discussions
analysis, ethics module
Presentations
Practice interviews
in triads in SL
Student’s
Assignment FAQs etc
Individual feedback
Research /communication: email,
interviews F2F, SL .
in SL
Email, IM etc used to
communicate with interviewees
Sheila Webber, 2011

10. 10
Modes Interviewing
of IBL
Information
Levy, P. & Petrulis, R. problem
(2012). How do first-year
students experience inquiry
and research, and what are
the implications for the
practice of inquiry-based
learning? Studies in Higher
Education, 37(1).
Sheila Webber, 2011

11. http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber/
Flickr: http://www.flickr.com/photos/23396182@N00/
Netvibes: http://www.netvibes.com/sheilawebber
Sheila Webber
s.webber@shef.ac.uk
Twitter & SL: Sheila Yoshikawa

12. Off we go!