TITLE

Inquiry Based Learning Models, Information Literacy, and Student Engagement: A literature review

AUTHOR(S)
Buchanan, Shelly; Harlan, Mary Ann; Bruce, Christine; Edwards, Sylvia
PUB. DATE
July 2016
SOURCE
School Libraries Worldwide;Jul2016, Vol. 22 Issue 2, p23
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This paper explores the research literature relevant to the increasingly popular field of Inquiry Based Learning (IBL) practices in K-12 academic environments. IBL is constructivist and student-centered (Barron & Darling-Hammond, 2008; Condliffe, Visher, Bangser, Drohojowska & Saco 2016; Duffy & Raymer, 2010; Kuhlthau, Maniotes, & Caspari, 2015), leveraging student motivation and engagement through its grounding in authentic, relevant study (Deci & Ryan, 2016; Saunders-Stewart, Gyles, Shore & Bracewell, 2015). Recent research shows positive academic and achievement gains for students engaged in IBL work and the practice is growing. Some educators are experimenting with variations of increasingly student-driven models that privilege student choice and autonomy, such as 20% time or genius hour (Krebs & Zvi, 2015), passion-based learning (Maiers & Sandvold, 2010), and personalized learning (Bray & McClaskey, 2016). We name these more student-autonomous frameworks Student Driven Inquiry (SDI) models. The argument here is for qualitative research on the learner experience of these more recent SDI models in order to glean a more holistic understanding of the outcomes beyond grades and test scores. An examination of the recent literature on inquiry based learning, information literacy and student motivation demonstrates the need for qualitative work focused on the efficacy of a growing highly student-centered learning model.
ACCESSION #
119070319

 

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