Philippa Levy

Children's use of the internet for information‐seeking: What strategies do they use, and what factors affect their performance?

Purpose – A common criticism of research into information seeking on the internet is that information seekers are restricted by the demands of the researcher. Another criticism is that the search topics, are often imposed by the researcher, and; particularly when working with children, domain knowledge could be as important as information‐seeking skills. The research reported here attempts to address both these problems.Design/methodology/approach – A total of 15 children, aged 11 to 16, were each set three “think aloud” internet searches. In the first, they were asked to recall the last time they had sought information on the internet, and to repeat the search. For the second, they were given a word, asked to interpret it, then asked to search for their interpretation. For the third, they were asked to recall the last time they had been unsuccessful in a search, and to repeat the search. While performing each task, the children were encouraged to explain their actions.Findings – The paper finds that the ...

Educational informatics: an emerging research agenda

This paper discusses educational informatics as a research field and provides an overview of the scope of work in this, and closely related, areas by members of the Department of Information Studies at the University of Sheffield. Current work in Sheffield focuses on the use of information and communications technologies (ICTs) in universities and schools, seeking to understand the effects of using ICTs in educational practice on learners, teachers and learning support staff. It also seeks to develop practical knowledge of relevance to the design and facilitation of ICT-enabled learning environments. The paper highlights the interdisciplinary nature of this research, and discusses theoretical frameworks and methodological approaches that are being used by Sheffield researchers. It concludes by suggesting that library and information science has a distinctive contribution to make to the study of ICT-enabled learning, and that there is a need for further discussion within the literature of this emergent field of inquiry.

Inquiry-based learning in the first-year Information Management curriculum

Abstract This paper describes and evaluates Inquiry in Information Management, a first year undergraduate module designed on inquiry-based learning (IBL) principles at the University of Sheffield. In the module, students undertake a small scale, group research project, choosing a research question, conducting the research and reporting their results in poster form to invited staff and their peers, while also maintaining a group blog. The paper begins by explaining the context in which the module was developed and summarising the concept of IBL. It continues by describing the design of the module, highlighting some workshop activities designed to ‘scaffold’ students’ inquiries. The quality of student work was high, and there was an enthusiastic response to the freedom offered by IBL. Involving students in designing assessment criteria for the posters helped them understand the assessment better. Overall, students’ engagement with Information Management seemed to have deepened. Future developments are discussed and the authors reflect on the new demands IBL makes on both students and staff, and on how the application of IBL in this context is shaped by the fluidity of Information Management as a discipline and ambiguities regarding the place of research in this context.

Inquiry-based learning and information literacy development: a CETL approach

The Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) is a Centre for Excellence in Teaching and Learning (CETL) based at the University of Sheffield. CETL funding was awarded by HEFCE to the University in April 2005 for a period of five years, in recognition of existing excellence in inquiry-based learning (IBL) in the Faculties of Arts, Social Sciences and Law. CILASS is committed to supporting further development and innovation in IBL both locally within the University and more widely across higher education (HE) nationally and internationally. In particular, CILASS promotes approaches to IBL that involve students in collaborative discipline-based and inter-disciplinary inquiries, develop their information literacy capabilities, and use information and communications technologies imaginatively to enhance the learning experience.

Learning a Different Form of Communication: Experiences of Networked Learning and Reflections on Practice

This paper focuses on learners’ experiences of text-based computer-mediated communication (CMC) as a means of self-expression, dialogue and debate. A detailed case study narrative and a reflective commentary are presented, drawn from a personal, practice-based inquiry into the design and facilitation of a professional development course for which a networked learning approach was adopted. Learners’ perspectives and experiences relating to both asynchronous (bulletin board) and synchronous (MOO-based) conferencing are explored, and the case narrative traces in particular the acclimatization experiences and perspectives of newcomers to networked learning. Implications are highlighted in relation to four dimensions of design and facilitation practice for networked learning: task design, socio-technical design, information design, and tutoring strategy. It is also suggested that case narratives such as the one presented in the paper may have value as learning resources to support experiential approaches to ‘learning to learn’ in networked environments.

Studying Health Information from a Distance: The Impact of a Multimedia Case Study:

This paper describes a project to enhance the learning experience of students, in which a multimedia healthcare case study and associated tasks are being developed and evaluated within the Distance Learning MSc in Health Informatics programme at the University of Sheffield. The paper provides background context and motivation for the case study, followed by a description of its content, which is based upon a general practice change management scenario. The way in which this material was researched and developed is reviewed, covering rationale, methodology and the strategy for evaluation. Early evaluation suggests that the introduction of the case study is having a positive effect on the problem of isolation experienced by students on distance learning courses. The paper also reflects on the overheads of this project. Those with substantial experience in computer-assisted learning should be involved at an early stage, and planning and sequencing of both the case study itself and between the case study and the course should be given attention. The paper concludes that benefits of the approach are significant, and include better integration of course modules, shared decision making and group problem solving.

Dimensions of Competence: Interpersonal Skills Development within the LIS Curriculum

Discusses a recent curriculum innovation in the Department of Information Studies at Sheffield University, England. Over the last two academic years, a new course in interpersonal skills development for library and information work has been taken as an option by both MA and MSC students. Designed as a series of experiential workshops, the course aims to build on issues raised within the core management curriculum by offering students a practical opportunity to focus on the human relations and facilitation skills associated with supervisory and staff development/training resonsibility.

Networked learner support in higher education: initiatives in professional development and research for a new role

The complex new electronic communications and information environment for higher education is bringing into sharp focus a new educational role for the services and staff with responsibility for promoting skilled use of electronic information resources. A continuing professional development model for Networked Learner Support (NLS) was proposed for staff likely to be involved in developing online approaches to providing information support, based on online, experiential, and collaborative learning. Here is an overview of the british project in the context of a number of other European initiatives which are also concerned with promoting the development of NLS

Communicating effectively in the networked organisation: Using electronic mail in academic libraries

This paper discusses key themes from British Library funded research carried out between 1995 and 1997 into electronic communication in academic libraries in the UK. The research focused in particular on the intra‐organisational use of electronic mail (email) ± that is, on its use by colleagues within the same library organisation for internal activities and collaborative work. The main features of current practice in email use in academic libraries are outlined, and, drawing on experience in the sector and on pointers from the literature, the paper discusses a number of issues of relevance to developing effective network communities in information services.

Information specialists and networked learner support

This chapter1 discusses some aspects of networked learner support, the term adopted here to refer to multidisciplinary support for effective networked learning and teaching, involving staff in a variety of academic support services (Fowell & Levy, 1995). Focusing in particular on the educational role of information specialists, the chapter reflects back on trends and issues addressed by NetLinkS, a national training and awareness project which ran from 1995 to 1998 as part of the UK Electronic Libraries (eLib)2 development program. Other eLib projects, particularly those which have explored cultural change in academic libraries (IMPEL2)3, the technology-related training needs of ‘hybrid’ library staff (SKIP)4, and the roles of librarians in academic liaison and support (see Flatten, 2000) also provide valuable insights into relevant issues in the UK context. The chapter reviews the impact of recent changes in the educational environment on the work practice of librarians in learner support roles in the UK, against the background of international trends, and draws attention to new perspectives on the contribution of these staff to educational development and delivery. A range of professional and other issues, which continue to bear on the development of librarians ‘ and information specialists’ roles in networked learner support, are highlighted.