1st Edition

Facilitating Effective Sixth Form Independent Learning Methodologies, Methods and Tools

By Andrew K. Shenton Copyright 2021
    288 Pages
    by Facet Publishing

    288 Pages
    by Facet Publishing

    For young people who have opted to continue their education post-sixteen, it is difficult to overstate the importance of the independent learning which takes place in the Sixth Form. Typically, the balance between classroom teaching and private study shifts dramatically at this point and individuals who intend to go on to university find themselves having to put in place strategies that will stand them in good stead for the next stage of their academic lives, in addition to serving their current needs.

    Facilitating Effective Sixth Form Independent Learning is a comprehensive guide for educators looking to support independent learning in the Sixth Form. It takes the reader on a step-by-step journey showing how an appropriate teaching programme may be set up and offers proven tools and strategies that can be adopted in the classroom. The book advises on how a worthwhile research question may be formulated and establishes the importance of teaching unifying methodologies, in addition to individual techniques, before various means of finding information are identified. It develops an approach to help students think systematically about the available options and considers methods for evaluating information and managing time. The book then addresses the construction of essays and reports and then guides readers through understanding and implementing the Information/Writing Interaction Model (IWIM). Further coverage includes strategies for countering plagiarism and numerous suggestions for promoting student reflection.

    Rigorous yet accessible and featuring numerous practical examples, Facilitating Effective Sixth Form Independent Learning is an essential resource for educators working in a world where developing independent learning skills is not an option, but essential.

    1 Introduction

    2 Essential considerations when establishing an information literacy teaching programme

    3 Devising tools for students to self-assess their academic skills

    4 Facilitating exploration and the generation of an effective research question

    5 Encouraging flexible methodologies for solving information problems

    6 Assisting in the preparation and planning of a rigorous search

    7 Promoting the evaluation of information

    8 Highlighting time management strategies

    9 Introducing initial thoughts on the end product

    10 Adopting the Information/Writing Interaction Model

    11 Countering plagiarism

    12 Stimulating reflection

    13 Afterword


    Andrew K. Shenton, BA (Hons), MSc, PhD, DLitt, PGCE, FCLIP, has worked at Monkseaton High School, in north-east England, for the last 17 years. Dually qualified in education and information science, he has been involved in teaching the Extended Project Qualification since its inauguration in the organisation in 2010. Andrew is a specialist in the fields of information behaviour, information literacy and research methods. He is widely published and highly cited, with over 200 publications to his name across a range of peer-reviewed education and LIS journals. On becoming a Chartered Fellow of CILIP in October 2020, Andrew gained the unusual distinction of holding both the highest academic degree in his field and the highest professional qualification.