McKinney, P. orcid.org/0000-0002-0227-3534 (2021) Inquiry-based learning in Higher Education. In: Aston, S. and Walsh, A., (eds.) Library Pedagogies: Personal reflections from library practitioners. Innovative Libraries Press , Huddersfield , pp. 301-325. ISBN 9781911500186
Abstract
This chapter presents an introduction to the concept of Inquiry-based learning (IBL) and its philosophical underpinnings. I reflect on my experiences as an educational developer, lecturer and scholar of teaching and learning, drawing on my 15 year journey of researching and teaching IBL in Higher Education to discuss why I believe in inquiry-based pedagogies. I have focused my teaching and research on IBL around three central aspects: the relationship between IBL and information literacy, the role of collaboration and group work in IBL, and the role of reflection and reflective writing in student inquiry. I discuss each of these aspects of IBL, and reflect on why I think they are valuable aspects of inquiry, and how each affects the pedagogical choices I have made. The chapter concludes with some more practical advice around how to implement IBL successfully in Higher Education.
Metadata
Item Type: | Book Section |
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Authors/Creators: |
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Editors: |
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Copyright, Publisher and Additional Information: | © 2021 The Author. Reproduced here by permission. For re-use permissions, please contact the author. |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Information School (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 04 Mar 2021 12:24 |
Last Modified: | 17 Mar 2021 09:04 |
Status: | Published |
Publisher: | Innovative Libraries Press |
Refereed: | Yes |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:170413 |