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

Shelly Buchanan | Zendy; Mary Ann Harlan | Zendy; Christine Bruce | Zendy; Sylvia L. Edwards | Zendy

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Inquiry 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.

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