{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,8]],"date-time":"2025-10-08T22:30:14Z","timestamp":1759962614683,"version":"3.41.2"},"reference-count":33,"publisher":"Emerald","issue":"2\/3","license":[{"start":{"date-parts":[[2011,3,22]],"date-time":"2011-03-22T00:00:00Z","timestamp":1300752000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2011,3,22]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p>This paper aims to report on the evaluation of a curriculum development project that took place in the Department of Psychology at the University of Sheffield. The project, funded by a Centre for Excellence in Teaching and Learning (CILASS), sought to embed information literacy development in a Level One module using an inquiry\u2010based learning pedagogical approach. Students worked collaboratively to find news stories that were purportedly based on real psychological research and then searched for the related research paper. They reflected on this task and the differences between the two sources as part of the assessed work for the module.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p>The paper synthesizes the results of a number of evaluation instruments (questionnaire, information literacy competency test, focus group, student reflective work) to examine staff and student perceptions of the inquiry task, and how effective the task was in building students' information literacy. A \u201cTheory of Change\u201d evaluation methodology was used to define the scope of evaluation activities.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p>The SCONUL Seven Pillars of Information Literacy model is used to structure the findings from the various evaluation methods. Students developed their knowledge of, and ability to search, appropriate academic resources, although they demonstrated a preference for searching via Google Scholar over Web of Knowledge.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p>Students demonstrated through their reflective comments that they had developed significant abilities to compare and evaluate news stories and journal articles, although they reported a lack of confidence in these abilities. Postgraduate tutors thought the inquiry task was successful in developing students' information literacy and both students and staff responded positively to the ability to choose topics of interest to investigate.<\/jats:p><\/jats:sec>","DOI":"10.1108\/00012531111135673","type":"journal-article","created":{"date-parts":[[2011,5,21]],"date-time":"2011-05-21T07:44:25Z","timestamp":1305963865000},"page":"221-240","source":"Crossref","is-referenced-by-count":12,"title":["Information literacy through inquiry"],"prefix":"10.1108","volume":"63","author":[{"given":"Pamela","family":"McKinney","sequence":"first","affiliation":[]},{"given":"Myles","family":"Jones","sequence":"additional","affiliation":[]},{"given":"Sandra","family":"Turkington","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"key":"key2022031520414610200_b1","unstructured":"Association of College and Research Libraries (2003), Information Literacy Competency Standards, available at: www.ala.org\/ala\/mgrps\/divs\/acrl\/standards\/informationliteracycompetency.cfm (accessed 6 August 2010)."},{"key":"key2022031520414610200_b3","unstructured":"Big6 (2001), Information and Technology Skills for Student Achievement, available at: www.big6.com\/ (accessed 6 August 2010)."},{"key":"key2022031520414610200_b2","unstructured":"Biggs, J. 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