Dr Pam McKinney


BA (Sheffield); MSc (Sheffield); MCLIP; PhD (Sheffield)


Pam McKinney 2018


+44 (0)114 222 2650


Mondays (am), Tuesdays & Thursdays

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

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.


Research Projects


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.