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

Griffiths, M ORCID: https://orcid.org/0000-0002-2040-1077, Kutar, M ORCID: https://orcid.org/0000-0003-1176-8413 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
Themes:	Media, Digital Technology and the Creative Economy Subjects outside of the University Themes
Schools:	Schools > Salford Business School > Salford Business School Research Centre
Journal or Publication Title:	Italics
Publisher:	HEA Academy
Refereed:	Yes
ISSN:	1473-7507
Depositing User:	Dr Maria Kutar
Date Deposited:	18 Oct 2011 15:31
Last Modified:	15 Feb 2022 16:08
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URI:	https://usir.salford.ac.uk/id/eprint/18489

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