Unit outline

LCN616 Inquiry Learning

Credit Points: 12
Prerequisite(s): Nil
Corequisite(s): Nil
Antirequisite(s): Nil
Equivalent(s): CLN650
Other Requisite(s): Nil
Assumed Knowledge: Nil
Date: Semester 2 2016
Coordinator: Dr Mandy Lupton
Phone: 0434 861 063
Fax:
Email: mandy.lupton@qut.edu.au
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Rationale
In contemporary information environments, learning requires critical and creative engagement with a diverse array of information sources, information and communication technologies, social networks, and practices.

Educators such as teachers, teacher-librarians, academics, information professionals, workplace educators and instructional designers enable learners to develop understandings and strategies that are essential for independent and inquiry-based learning. This unit provides a research based, theoretical and practical context for developing information literacy within an inquiry-based learning pedagogy.

 

Aim
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
On completion of this unit you should be able to:

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)

6. Application of knowledge and skills to plan and execute a substantial research based project. (CLO3.2)

 

Content
This unit covers the following topics:

    • Information-learning theories: contemporary information-learning theories and models of information literacy, information seeking and informed learning.
    • Information-learning pedagogy: constructivist approaches including inquiry-based learning, research-based learning and guided inquiry.
    • Information environments: information sources, finding and accessing information, social information practices, critical and ethical use of information.
    • Teaching as inquiry: evidence-based practice and reflective practice.

 

Assessment
Formative assessment:
Support is provided via engagement with teachers, colleagues and peer review through interactive forums such as discussion forums, wikis and blogs.Summative assessment:
Assessment Item No. 1
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 2000 words
Relates to learning outcomes: (CLO1.1, CLO1.2, CLO2.1, CLO2.4, CLO3.1, CLO3.2).
Weight: 40%
Internal or external: External
Group or Individual: Individual
Due date: Mid-Semester

 

Assessment Item No. 2
Assessment name: Reflective Journal (Stage 2)
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: 3000 words
Relates to learning outcomes: (CLO1.1, CLO1.2, CLO2.1, CLO2.4, CLO3.1, CLO3.2).
Weight: 60%
Internal or external: External
Group or Individual: Individual
Due date: End-Semester

Resource Materials
 There is no set text for this unit.
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