From Pre-Defined Topics to Research Questions:

1. From Pre-Defined Topics to Research Questions: An Inquiry-Based Approach to Knowledge

2. Today’s Presentation • Inquiry-guided learning • Active learning techniques • Cephalonian Method • Clickers

3. Cephalonian Method Exercise

4. Cephalonian Method • 2002- Morgan & Davies, Cardiff University – U.K. • Good first impression of the library • Generate enthusiasm • Encourage communication with librarian and peers Courtesy Wikipedia Commons (Morgan & Davies, 2004)

5. “Least effort” tends to be the norm (Zipf as cited in Hepworth and Walton, 2009, p.80)

6. Traditional Research Approach • Instructors assign/students choose a topic for a paper • Students “read” encyclopedias, books, and journal articles • Students “regurgitate the information without processing it in any fundamental way” (Hepworth and Walton, 2009, p.9) Courtesy Allentown Art Museum (http://www.renaissanceconnection.org/index.cfm)

7. Inquiry-Guided Learning “ …refers to a range of strategies used to promote learning through students’ active, and increasingly independent, investigation of questions, problems and issues, often for which there is no single answer. (Lee, Greene, Odom, Schecter,& Slatta, 2004, p.5)

8. Another Definition “Inquiry-based learning is a process where students formulate questions, investigate widely, and create new knowledge. That knowledge is new to the student and is used by the student to answer a question, to develop a solution or support a position or point of view.” (Branch & Solowan, 2003, p.6)

9. Inquiry-Guided Learning Influences • Socrates • John Dewey • Boyer report of 1998 Courtesy Wikipedia Commons Courtesy Wikipedia Commons http://www.messiah.edu/boyer_center/about_boyer/

10. MSU Tier I Writing Goals Students will be: • Contributing members of MSU’s community of scholars • Committed to asking important questions and to seeking rich responses to those questions

11. Tier I Shared Learning Outcomes: Research • Apply methods of inquiry and conventions to generate new understanding • Demonstrate an understanding of research as epistemic and recursive processes that arise from and respond back to various communities

12. MSU Libraries Instruction Unit “…trying to reignite in them a spirit of curiosity, will, and purpose that manifests itself in independent questioning and inquiry." (Lee, Greene, Odom, Schecter,& Slatta, 2004, p.5)

13. Example – Watch this video Questions:

14. Sources at a Large Research Institution • Background /reference • Articles • Books • Expert opinions • WWW Courtesy Wikipedia Commons www.lib.msu.edu/

15. Exploring the Sources • Peer-to-peer learning/collaborative group work • Student-selected resources to library resources • Sample searches

16. Discussion About Inquiry-Guided Learning

17. Have you used inquiry-guided learning in your library instruction classes? 1.Yes 2. No 3. Not sure

18. Why do you think instruction librarians would use inquiry-guided learning? • More interesting for students • More interesting for librarian • Student-centered • Related to course outcomes • All of the above

19. How do you think students react to inquiry-guided learning? • Like • Dislike • Indifferent

20. What is the main challenge of using inquiry-guided learning for the librarian? • Must think on your feet • Time factor • Loss of control • Unpredictable responses • Other

21. Our Role “Our role as educators is to consciously foster ways of developing motivation and attitudes that encourage information seeking in learners.” (Hepworth and Walton, 2009, p.80) Photo courtesy 2008 Michigan State University Board of Trustees

22. References Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America’s research university. Stony Brook, NY: State University of New York. (ERIC Document Reproduction Service No. ED424840 ). Retrieved April 26, 2010, from ERIC (on CSA Illumina) database.   Branch, J.L. & Solowan, D.G. (2003). Inquiry-based learning: The key to student success. School Libraries in Canada, 22(4), 6-12. Hepworth, M. & Walton, G. (2009). Teaching information literacy for inquiry-based learning. Oxford: Chandos Publishing. Julian, S. & Benson, K. (2008, May). Clicking your way to library instruction assessment. College & Research Libraries News, (69)5, 258-260. Lee, V.S., Greene, D.B., Odom, J., Schechter, E. & Slatta, R.W. (2004). What is inquiry-guided learning? In V. Lee (Ed.) Teaching and learning through inquiry: A guidebook for institutions and instructors. Sterling, VA: Stylus Publishing. McKeachie, W. & Svinicki, M. (2011). McKeachie’s Teaching Tips: Strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth, Cengage Learning. Morgan, N. & Davies, L. (2004). Innovative library induction: Introducing the ‘Cephalonian Method. SCONUL Focus, 32. Weimer, M. (2002). Learner-Centered teaching. San Francisco: Jossey-Boss. Writing, Rhetoric, and American Cultures at Michigan State University. Retrieved from https://www.msu.edu/unit/wrac/t1/t1_index.html Classroom exercises detailed in this presentation were developed jointly by the MSU Libraries’ Library Instruction Unit.

23. Comments and Questions Michelle Allen (517) 884-0892 allenm38@mail.lib.msu.edu Benjamin Oberdick (517) 884-0895 oberdic1@mail.lib.msu.edu