In Chapter 2 I outlined the likely desired outcomes of the information literacy teaching programme and briefly raised the possibility that students may be encouraged to think in terms of pursuing a methodological perspective, rather than merely being trained in the adoption of a series of individual methods. It is this more integrated and creative strategy, which may extend far beyond academic situations, that forms the substance of Chapter 5. Even if the educator does not consider an approach that recommends methodologies to be the central thrust of the teaching programme, they would be wise to incorporate at least some coverage of them. As we will see, methodologies can be used in various capacities – they may guide the overall inquiry process or be employed to combat particular research problems. They can be introduced at different stages in the research work, such as near the beginning or when the process of finding information has long been under way. In delving into particular methodologies, I will inevitably be referring in passing to particular tools and techniques and these will be covered in more depth in chapters to come.

The nature of methodology

Once the paradigm of information literacy has been established in the students’ minds and the teaching strategy – whether project-based or exercise-oriented – has been determined, an educator who is keen to advocate a methodological approach can start to inculcate within the young people an appreciation that it is wise to adopt an overarching mindset in addition to training them in individual skills. The hierarchical relationship between paradigm, methodology and method is shown in Figure 5.1 on the next page.

We can understand the difference between methods and methodology in terms of a distinction made by many experts on research. They separate the two concepts quite unequivocally, despite the fact that, in popular parlance, the words tend to be used interchangeably. The former refers to discrete techniques. When carrying out a study that will involve primary research, we think, for example, of sampling methods, data analysis methods, and so on. Students should not confuse the process of primary research with the concept of primary sources, which provide a first-hand record from people who directly witnessed the era or event in question. In relation to data gathering, the methods may be focus groups, oneto- one interviews, questionnaires, observation, experiments, etc.