Unit outline

Rationale

Inquiry learning is embedded throughout the curriculum in all levels of schooling and higher education. In this unit you will pose and research your own inquiry question related to inquiry pedagogy. You will analyse an existing inquiry unit of work, or design your own inquiry unit.

This unit provides a research based, theoretical and practical context for developing information literacy within an inquiry-based learning pedagogy.

Aims

The unit aims to provide you with the ability to design and implement inquiry-based learning that enables people to critically and creatively learn through using information.

Learning Outcomes

To successfully complete this unit you will demonstrate:
1. A body of knowledge including understanding recent developments in inquiry learning and information literacy (CLO1.1).
2. Knowledge of research principles and methods applicable to the field (CLO1.2).
3. Cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice in inquiry learning curriculum design and information literacy development (CLO2.1 ).
4. Technical and communication skills to design, evaluate, implement, analyse and theorise about inquiry learning and information literacy that contribute to professional practice (CLO2.4).
5. Application of knowledge and skills with creativity and initiative to new situations in professional practice and for further learning with high level personal autonomy and accountability (CLO3.1).

Content

This unit covers the following topics:

 

  • Information-learning theories: contemporary information-learning theories and models of information and media literacy.
  • Information-learning pedagogy: constructivist approaches including inquiry-based learning, research-based learning and guided inquiry.
  • Information practices: finding and accessing information, social information practices, critical and ethical use of information.

 

Approaches to Teaching and Learning

You will learn via synchronous and asynchronous online learning environments and online sources. Learning activities are designed to develop analytical and critical approaches to the organisational, pedagogical, technological and professional dimensions of information-learning environments. Teaching and technical staff provide online, email, telephone and face-to-face support. Assessment activities will allow you to extend your knowledge and practice and develop critical, creative, ethical and reflective approaches to information-learning environments.

Assessment

Assessment is via a blog that is completed in two stages. In the blog you document and share your research process and outcomes and apply it to analysing/designing a unit of work.

Formative feedback is provided via engagement with teachers and peers through web-based tutorials, discussion forums and social media.

Assessment name: Reflective Journal (Stage 1)
Description: Document your research process in a blog. Describe and critically evaluate your data and information gathering and analysis. Relate your process to theories and models of information seeking information literacy and inquiry learning. Provide feedback for your colleagues on their blog entries.
Length 2500 words.
Relates to objectives: (CLO1.1, CLO1.2, CLO2.1, CLO2.4, CLO3.1).
Weight: 50
Internal or external: External
Group or individual: Individual
Due date: Week-7

Assessment name: Reflective Journal (Stage 2)
Description: Apply a range of inquiry and information literacy theories and models to analyse or design an inquiry unit of work. Provide feedback for your colleagues on their blog entries.
Length: 2500 words.
Relates to objectives: (CLO1.1, CLO1.2, CLO2.1, CLO2.4, CLO3.1).
Weight: 50
Internal or external: External
Group or individual: Individual
Due date: End-Semester

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