2 Supporting independent learning

In the previous section, you looked at the importance of teaching students to navigate and retrieve information. This ability to ‘search and find’ is just one component of information literacy. Other key elements include ‘subject-specific learning’, where students are equipped with the skills appropriate to their subjects of study, and ‘enquiry-based learning’, a student-led form of education where students are encouraged to adopt an active and independent approach to their studies. These aspects of information literacy all have complementary roles to play in students’ educational achievement. For example, the ability of students to ‘search and find’ appropriate information efficiently is essential if they are to learn independently. This skill, in turn, is crucial to future success: by adopting an active approach to work, as well as learning to analyse and synthesise information in a sophisticated way, a student will develop skills which are highly valued by employers and of great use in daily life. The ability to learn independently also enables students to satisfy their intellectual curiosity, thereby offering great potential for personal enrichment.

As librarians, you can help students develop the skill set necessary for independent learning by encouraging them to adopt a strategic approach when approaching research. Whether using the internet or traditional resources such as books and journals, drafting a search plan, identifying sources of information, and carefully considering keywords or terms, such as the subject, title or author of the resource, can all help guide students towards a successful outcome. They may also find it profitable to maintain a search record and structured notes. By introducing them to these practices, you will enhance their ability to undertake effective research and, consequently, prepare them to approach learning independently.

For further tips and ideas about how to encourage independent learning amongst your students, watch the video below. Then, complete Activity 2, reflecting on the current habits of your students.

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Transcript: Video 2

SARAH:

So with information literacy, there are a variety of different models, theoretical models that you could use with students, and basically they boil down into three different types-- the search and find, inquiry based for inquiry based learning, and subject specific. And the point is not to really just slavishly go through them all, but to choose the elements of each model that will fit what you're trying to achieve.

Research is quite a messy process and students are unfamiliar with this approach where they might fail. So part of your remit is really to get them to understand that that's a way of learning and to bolster their self-esteem.

I think you have to be a guide on the side rather than somebody who's formally telling them what to do. You might also decide to take an informal games-based approach, so that it's less structured and allow them again to explore the competencies they need for information literacy.

One of the issues you might come across is that the curriculum in England is not inquiry-based. And this might mean that some teachers are quite reluctant to work with this approach to learning. So what you need to do really is to find those teachers who are willing to give this a go and to concentrate on collaborating with them.

End transcript: Video 2

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Video 2

So far in this session, you have seen how effective research not only involves identifying relevant sources of information, it also includes using that information appropriately. This includes referencing correctly. Therefore, in the next section, you will focus on the concepts of plagiarism and citation and look at ways to educate students on the importance of academic integrity.