Action learning is an educational process based on working on something ‘real’, rather than a fictional case study or scenario. It is a type of experiential learning (learning by doing) based on the idea that learning is more effective when dealing with real-life situations and problems. It is also a form of social learning where learners work in groups called ‘action learning sets’. Action learning is often associated with the workplace and usually takes place over a period of months, but the general principles can be adapted and applied elsewhere.

Action learning was pioneered by Professor Reg Revans in the UK and is based around the formula L = P + Q (learning = programmed knowledge + questioning). Although Revans did not recommend the use of a coach or tutor to guide the learning set, in practice this is what tends to happen in order to ensure adequate reflection and action takes place. Questioning is particularly important – the tagline of the US-based International Foundation for Action Learning (IFAL, www.ifal.org.uk and www.ifal-usa.org) is ‘managing the unknown through questioning’.

Ask your learners to work in small groups – this has been found to be more effective than pairs. The groups may have a joint project they can work on, or each individual can present their own problem. By working together the group pools common knowledge and experience and uses this to address the problem. Through interaction and questioning (from within the group or from a tutor), this should lead to strategies to begin working on a solution. As Pedler (1997) states, ‘the learning dynamic is a recognition of a common ignorance’. This is highly relevant to information skills teaching as learners often struggle with scoping their information needs, that is, identifying what they know, what they don't know and what they need to find out.

To begin with you are likely to need to work closely with the sets, in providing knowledge but especially in asking questions. Learners may need to become familiar with types of question in order to explore a problem. As the set develops, they should be able to take more responsibility for the processes and actions.