Open AccessInquiry Based Learning Models, Information Literacy, and Student Engagement: A literature review
Author(s) -
Shelly Buchanan,
Mary Ann Harlan,
Christine Bruce,
Sylvia L. Edwards
Publication year - 2016
Publication title -
school libraries worldwide
Language(s) - English
Resource type - Journals
eISSN - 2816-3788
pISSN - 1023-9391
DOI - 10.29173/slw6914
Subject(s) - deci , student engagement , pedagogy , information literacy , psychology , mathematics education , sociology , autonomy , political science , law
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.