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Problem-Based Learning in Library Instruction

Problem-Based Learning in Library Instruction.

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Problem-Based Learning in Library Instruction

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  1. Problem-Based Learning in Library Instruction Methods which are permanently successful in formal education… go back to the type of situation which causes reflection out of school in ordinary life. They give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking…” ~John Dewey, 1916 Anna Sveinbjornsson & Emily Paladino Utah Library Association Conference, May 2005

  2. How did PBL develop? • PBL was developed as a theory at the beginning of the 20th century • McMaster Medical School, Hamilton, Ontario, Canada, - 1969 • PBL crossed over to other departments/fields in the 80’s • PBL has recently made it’s way into the library environment

  3. Active Learning models • Work-based learning • Project-based learning • Problem-solving learning • Problem-based learning

  4. What is Problem-Based Learning? • A teaching method where students are presented with a vague, open-ended, real-life problem to solve • Students work together in groups to solve the problem • Students use their existing knowledge to aid them in their work. • Students are guided, by the instructor, through the process • Students report back their findings and engage in self-assessment

  5. Goals of Problem-Based Learning (PBL) • Develop effective problem-solving skills • Develop self-directed, lifelong learning skills • Become intrinsically motivated to learn

  6. Role of the student • Students: • Examine a problem together • Determine what they know/don’t know • Decide on sources to consult • Find the information • Evaluate what they find • Report back • Assess their findings

  7. Role of the instructor in PBL classroom • The teacher acts as a facilitator and guide • The teacher engages the students in discussion without leading the students • No lecturing or providing easy answers • Encourage students to rely on themselves for their own learning. • Promote student learning.

  8. “Pure PBL” Model • Problem-based learning framework designed by instructor, but students: • set own criteria about sources to consult • may develop own group problem-scenarios. • There are no lectures, tutorials, etc. in this type of course; groups work together on problem scenarios throughout the course. • More common in upper-level or graduate courses that have made full-scale, [department level] curriculum transitions to an entirely PBL model. • Role of librarian and library is generally non-existent.

  9. PBL-IL Integration Hybrid Model #1 • Course with series of course-integrated library sessions where students work in groups • Librarians and instructors • Develop learning outcomes and resource list • Act as facilitators, give guidance as necessary • Lead “reporting back” group discussion • Students • Form groups, explore topics through verbal exchange • Decide on research topic, formulate problem-based questions. • Discuss and record what is known, what they need to know. • Refer to resource list and learning outcomes. • Strategize how to answer remaining questions; consult resources. • Report back

  10. PBL-IL library sessions for LEAP • Students: • Students in each LEAP class are placed in groups before visiting the library. • Each student group is assigned a vague research topic, to be completed by the end of the semester. • The students visit the library for 50 or 80 min. sessions, 10 times over the course of the school year. • Librarians and instructors: • Using WebCT and Instruction Department home page, provide students with learning outcomes and resources which correspond to their final project. • Encourage students to share their findings • Ensure that the assignments allow the students to produce a final nuanced research project, by the end of each semester

  11. PBL-IL library sessions for LEAP • Fitting LEAP into PBL Integration Hybrid Model #1 • Students start each library session approaching their problem scenario. • They tackle each set of problem-based questions, and refer to the (librarian-designed) resource list. • Librarians and instructors facilitate discussion. • Students have greater opportunities to discuss the process as well as their findings within their group. • Librarians ensure that there is an opportunity at the end of class to “report back” the findings.

  12. PBL-IL Integration Hybrid Model #2 • Course with a one-shot library instruction session. • Librarians and instructors: • Collaborate to create problem-scenarios & questions • Create learning outcomes for PBL library session • Act as facilitators, give guidance as necessary • Lead “reporting back” group discussion • Students: • Discuss and record what is known, what they need to know. • Refer to learning outcomes and resource list. • Discuss resources to consult to answer remaining questions; consult resources. • Report back: feedback about group process, information literacy-related lessons learned, and subject expertise gained…

  13. Activity: Developing PBL-IL Library Session for WRTG 2010 Class Description: • This is an 80 min. WRTG 2010 class • The students have not been introduced to the concept of problem-based learning, but they are used to working in groups. Groups have been formed; there are four people in each group. • This is the first time this class has been held in the library • About half of the students have used online databases before; about half have not. Group Project Description: • After much class discussion, one student’s topic was chosen as the “class topic” for all to pursue. • Each student group will put together a formal presentation of their findings from this library session and further research.

  14. Your role as librarians &PBL-IL Instructional Designers • The problem scenario and learning outcomes for the session have already been developed. • Your task as a group is to design the other essential pieces of the PBL puzzle for one of the student groups. • It is fully expected that each of your groups will have a unique approach, and a different sense of priorities • Student groups will be working through the same problem scenario, but work from the different lists of resources and different problem-based questions that your librarian groups develop.

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