Dr Pam McKinney
BA (Sheffield); MSc (Sheffield); MCLIP; PhD (Sheffield)
+44 114 222 2650.
Full contact details
Regent Court (IS)
Following the completion of an MSc in Information management at the University of Sheffield Department of Information Studies (now Information School) I worked as an academic librarian at Sheffield Hallam University. I returned to the University of Sheffield in 2005 to work as a learning developer in the Centre for Inquiry-based Learning in the Arts and Social Sciences, a Centre for Excellence in Teaching and Learning (CETL) with a special responsibility for taking forward the Information Literacy strand of activities in teaching development and research. I worked closely with the Library and colleagues in the Information School to develop information literacy support and pedagogy across the University. In 2010 I joined the Information School as a member of academic staff working part time, which allows me to balance work with the needs of my young family.
- Research interests
My research has focused broadly on pedagogy for Information Literacy, and in particular the relationship between Inquiry-based Learning and Information Literacy. I am interested in how learners can be supported in their inquiries through the development of Information Literacy capabilities and how Information Literacy can be taught using Inquiry-based pedagogies. Reflective practice for teachers and learners forms another area of research.
I am a member of the Libraries and Information Society Research Group.
- Information literacy in food and activity tracking among three communities: parkrunners, people with type 2 diabetes and people with IBS. Journal of Medical Internet Research. View this article in WRRO
- Student Conceptions of Group Work: Visual Research into LIS Student Group Work Using the Draw-and-Write Technique. Journal of Education for Library and Information Science, 59(4), 206-227. View this article in WRRO
- Food logging: an information literacy perspective. Aslib Journal of Information Management, 69(2), 184-200. View this article in WRRO
- The use of technology in group-work: a Situational Analysis of students’ reflective writing.. Education for Information, 4, 375-396. View this article in WRRO
- Are Librarians teachers? Investigating academic librarians’ perceptions of their own teaching skills. Journal of Information Literacy, 9(2), 111-128. View this article in WRRO
- The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing. Nordic Journal of Information Literacy in Higher Education, 6(1), 22-38. View this article in WRRO
- Information literacy and inquiry-based learning: evaluation of a 5 year programme of curriculum development. Journal of Librarianship and Information Science, 1-19. View this article in WRRO
- The provision of distance learner support services at UK Universities: identification of best practice and institutional case study. Library Trends, 61(3), 631-635. View this article in WRRO
- Reflection for learning: understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2), 110-129. View this article in WRRO
- Information Literacy through inquiry: a Level One psychology module at the University of Sheffield. Aslib Proceedings: new information perspectives, 63(2/3), 221-240. View this article in WRRO
- View this article in WRRO A learning development team: three developers, one pedagogy. Journal of Learning Development in Higher Education(1).
- Inquiry-based learning and information literacy development: a CETL approach. Innovation in Teaching and Learning in Information and Computer Sciences, 5(2), 1-13.
- Information literacy in food and activity tracking among three communities: parkrunners, people with type 2 diabetes and people with IBS (Preprint).
- View this article in WRRO Inquiry based assessment of statistical methods in psychology In Bidgood P, Hunt N & Jolliffe F (Ed.), Assessment Methods in Statistical Education (pp. 189-200). Wiley Blackwell
Theses / Dissertations
- Research group
Current PhD students
- Laura Barber: The perceived efficacy of online, blended, and face-to-face teaching methods of Information Literacy within Higher Education institutions
- Stefan Hodson: Investigating information literacy in the Civil Service workplace
- James Toner Understanding organisational learning and knowledge sharing in pursuit of organisational effectiveness: A multi-actor, international school perspective
Completed PhD students
- Mashael Al Omar: Scholars research related personal information management: An investigation of PAAET, Kuwait.
- Shaghayegh Asgari: Conceptualising cultural issues and challenges within a UK higher education blended learning context.
European Commission Investigator £42,496 1 January 2011 36 months
The project brings together experts in the field of science education, research and teacher communities, scientists and researchers involved in pioneering scientific research, policy makers and curriculum developers to promote the effective widespread use of inquiry and problem based science teaching techniques in primary and secondary schools in Europe and beyond. The aim of the project is to set the pathway toward a standard-based approach to teaching science by inquiry, to support the adoption of inquiry teaching by demonstrating ways to reduce the constrains presented by teachers and school organisation, to demonstrate and disseminate methods and exemplary cases of both effective introduction of inquiry to science classrooms and professional development programmes, and finally to deliver a set of guidelines for the educational community to further explore and exploit the unique benefits of the proposed approach in science teaching. In this way the project team aims to facilitate the development of communities of practitioners of inquiry that will enable teachers to learn from each other.
- Teaching activities
I teach the Business Intelligence modules which focus on the use by organisations of external information to support their strategic decision-making. This includes competitive and competitor intelligence, environmental scanning and analysis of organisations’ social media presence. In the Undergraduate module students have the opportunity to conduct a piece of business intelligence research on behalf of a real business partner. I contribute a session on business information units for the academic and special libraries module, and contribute to other modules on the MA Librarianship programme.
Careers paths of International Postgratuate taught alumni to inform curriculum design Curriculum Development Award £1,000 2011 Undergraduate and Postgraduate student perceptions of groups Curriculum Development Award £1,200 2011
- Professional activities
I have established connections with local businesses who acted as “Business Partners” for the students on the INF304 Business Intelligence module. The module assessment requires students to conduct a piece of Business Intelligence research proposed by the Business Partner.
Feedback has also been very positive in the annual evaluation of Business Partners. Comments made include:
- “Rhubarb Farm appreciates the opportunity to take part in the Business Intelligence activity and wishes to thank all concerned – it is of great benefit to a small fledgling social enterprise like ours.”
- “The students worked very hard to come up with recommendations which they did was fantastic”
- “I have identified clear financial savings based on the presentation”
- “Far far more valuable than I had expected, indeed even more valuable than I had hoped for!”