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Introducing digital literacy skills through IBL: A comparative study of UG and PG business information systems students

Griffiths, M, Kutar, M and Wood, J 2010, 'Introducing digital literacy skills through IBL: A comparative study of UG and PG business information systems students' , Italics, 9 (2) .

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    Abstract

    This paper reports a comparative study of Inquiry-Based Learning (IBL) at Undergraduate (UG) and Postgraduate (PG) levels at a university in the north west of England. Both student cohorts undertook a professional, legal and ethical module centred on IT. This study focuses on how the different student cohorts approached this style of teaching, and how it impacted on overall student engagement throughout the semester. IBL was introduced in the 2009-2010 academic years; to the UG students in the first semester and the PG students in the second semester. Key observations gained from the study were unexpected in that the UG level students fully embraced the IBL approach, they maintained a high attendance level throughout the semester, and all preliminary and formative assessment work/tasks were eagerly completed. Ultimately, this developed students’ information literacy skills. PG students enjoyed the in-class IBL activities, but actively avoided module preparation and formative assessment work/tasks, and so minimized their opportunities to develop rich digital literacy skills. This study highlights potential enablers required to employ IBL techniques successfully.

    Item Type: Article
    Uncontrolled Keywords: IBL approach, digital literacy, information literacy, formative assessment, inquiry based learning.
    Themes: Media, Digital Technology and the Creative Economy
    Subjects outside of the University Themes
    Schools: Colleges and Schools > College of Business & Law > Salford Business School > Centre for Digital Business
    Journal or Publication Title: Italics
    Publisher: HEA Academy
    Refereed: Yes
    ISSN: 1473-7507
    Depositing User: Dr Maria Kutar
    Date Deposited: 18 Oct 2011 16:31
    Last Modified: 20 Aug 2013 18:15
    References: 1. Barnett, R. (1999), Realizing the University in an Age of Supercomplexity (Buckingham: SRHE and Open University). 2. Barnett, R. (2000), ‘University knowledge in an age of supercomplexity’, Higher Education, 40 (4), 409- 422. 3. Barrett, T. (2005), ‘Understanding Problem-Based Learning’, Handbook of Enquiry and Problem-Based Learning. Irish Case Studies and International Perspectives, T. Barrett, I. Mac Labhrainn and H. Fallon, eds. (Dublin: AISHE), pp. 13-25 [online: http://www.aishe.org/readings/2005-2/chapter2.pdf; accessed 09.06.2010]. 4. Baxter-Magolda, Marcia B. (2009), ‘Educating Students for Self-Authorship: Learning Partnerships to Achieve Complex Outcomes’, The University and Its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries, C. Kreber, ed. (Routledge: New York-London), pp. 143-156. 5. Braye, Suzy, Lebacq, Marie, Mann, Frances and Midwinter, Elly (2003), ‘Learning social work law: an enquiry-based approach to developing knowledge and skills’, Social Work Education, 22 (5), pp. 479- 492. 6. Brew, A. (2006). Research and teaching: Beyond the divide. Basingstoke: Palgrave Macmillan. 7. Chan, Sarah (2010), ‘What is Science For? Incorporating Ethics Education into the Life Sciences Curriculum at Manchester’, Case Studies: CEEBL-Supported Projects, 2008-10, A. Aubrey, T. Chilton, K. Comer, F. C. Manista, Norman J. Powell, eds. (Manchester: Centre for Excellence in Enquiry-Based Learning, University of Manchester), pp. 138-144 [online at: http://www.campus.manchester.ac.uk/ceebl/projects/casestudies/92.pdf; accessed 19.06.2010]. 8. Chappell, A. (2006). ‘Using the 'Grieving Process' and learning journals to evaluate students’ responses to problem-based learning in an undergraduate geography curriculum’, Journal of Geography in Higher Education, 30 (1), pp. 15-31. 9. CILIP: Chartered Institute of Library and Information Professionals (2004), ‘Information Literacy: Definition’, [online at: http://www.cilip.org.uk/get-involved/advocacy/learning/information- literacy/Pages/definition.aspx; accessed 19.06.2010].
    URI: http://usir.salford.ac.uk/id/eprint/18489

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