ProblemBased Learning: The Perfect Library Partner

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Problem-Based LearningThe Perfect Library
Partner
Celita DeArmondReference Distance Learning
Librarian cdearmon_at_accd.edu
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http//www.mcphee.com
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What is PBL?

• Problem-based learning is a development and
  instructional approach built around an
  ill-structured problem which is messy and complex
  in nature requires inquiry, information-gathering
  , and reflection is changing and tentative and
  has no simple, fixed, formulaic, right
  solution.
• Finkle, S. L., Torp, L. L. (1995). Introductory
  documents. IMSA partnerships in problem-based
  learning. (Available from the Center for
  Problem-Based Learning, Illinois Mathematics and
  Science Academy, 1500 West Sullivan Road, Aurora,
  IL 60506-1000).

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A good PBL problem

• Is engaging and oriented to the real-world
• Generates multiple hypotheses
• Requires team effort
• Is consistent with desired learning outcomes
• Builds upon previous knowledge/experiences
• Promotes development of higher order cognitive
  skills
• the need for information literacy!

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So what is information literacy?

• ACRL Information Literacy Competency Standards
  for Higher Education
• Definition Information literacy is a set of
  abilities requiring individuals to recognize
  when information is needed and have the ability
  to locate, evaluate, and use effectively the
  needed information.
• Standards Toolkit
• http//www.ala.org/ala/acrl/acrlissues/acrlinfolit
  /infolitstandards/standardstoolkit.htm

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Why is information literacy so important?

• "What does a person need to know today to be a
  full-fledged, competent and literate member of
  the information society? As we witness not only
  the saturation of our daily lives with
  information organized and transmitted via
  information technology, but the way in which
  public issues and social life increasingly are
  affected by information-technology issues - from
  intellectual property to privacy and the
  structure of work to entertainment, art and
  fantasy life - the issue of what it means to be
  information-literate becomes more acute for our
  whole society.
• Jeremy Shapiro, Information Literacy as a
  Liberal Art Educom Review, 1996.
• IL forms the basis for life-long learning.
• IL is common to all disciplines and learning
  environments, and to all levels of education.

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Information literacy and PBL are all about
learning outcomes

• What should we be able to do to be considered
  information literate or knowledgeable about?
• At what level?
• How can we be more honest with students about our
  expectations?
• How can we be more honest with students about
  their skill level?
• What about retention of knowledge and skill
  level?

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Information Literacy Objectives their Outcomes
cornerstone for effective PBL

• Each of these objectives include detailed
  learning outcomes
• Determine the kind and quantity of information
  needed
• Access the necessary information effectively and
  efficiently
• Evaluate information and its sources critically
• Use information successfully to accomplish a
  specific purpose
• Access and use information ethically and legally.
• Outcomes in your syllabus and assignments
• Outcomes in a one-shot library instruction
  session
• http//www.ala.org/ala/acrl/acrlissues/acrlinfolit
  /infolitstandards/standardstoolkit.htm

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Sample PBL problem

• Jonathan Lee, History
• Where Would You Settle?

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Course research guide for PBL problem

• http//www.accd.edu/sac/lrc/librns/celita/Hi1301Le
  .htm
• Points students in the right direction
• Does not provide the answer
• Remember in PBL there is no right answer
• Online and print resources (from soup to nuts!)
• Transferable concepts and skills
• Rosetta stone or primer for research
• Students create, research and answer their own
  learning issues
• Information literacy PBL student success

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Lets practice a few outcomes!
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Research is a process

• I. Define your research topic
• II. Devise a search strategy for your topic
• III. Search sources to find books, articles, etc.
• Lather, rinse, EVALUATE, repeat?

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I. Define your research topic

• What topic are you researching? What broad
  subject areas does your topic fall under?
• List what you know about your topic the Who?
  What? When? Where? Why? and How?
• What is your thesis statement or research
  question? What would you like to find out? What
  are your learning issues?
• Fill in form (can email it to an accd.edu addy)
• http//www.accd.edu/sac/lrc/librns/celita/distance
  /sendplan.htm

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II. Devise a search strategy for your topic
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Keyword v. Subject ?

• Start with a keyword search
• Searches for keywords anywhere!
• Find one item that fits your research topic and
  look at the subject headings
• Search using those subject headings
• Searches for items that are organized under a
  specific topic!

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The Research Triangle
ENCYCLOPEDIAS define topic, get general
overview or historical context
BOOKS find in-depth information
ARTICLES highlight specific, current, or
regional information
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Library Home Page
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Login from Off-campus, 24/7
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Resultsfrom Spring 2005Library Confidence Level
Surveys
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Happy searching, and remember

• "If education is what you're left with after you
  forget everything you've learned, information
  literacy must be the best skill for children
  growing up in the information age.
• Jenny Sinclair, "The Information Challenge" The
  Age 6 February 2002.

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Ideas for Info Lit Assignments

• Select a recent newspaper article or editorial
  and find further information on the topic
  (articles with statistics are great!)
• Evaluate 3 different free web sites on a topic
• Pick an urban legend why do we believe in these
  and email them around?
• Pick a hoax site such as Save The Pacific
  Northwest Tree Octopus and use a variety of
  sources to explain why this is a hoax
• Pick a current issue and find and compare sources
  that discuss opposing sides
• Track a topic over time and log how public
  opinion or facts or your own feelings about this
  topic changes
• Problem-based learning, case studies, etc.
• Feel free to consult with a librarian on
  available resources or ideas for assignments!
  Were faculty, were here to help.
• 1 rule on assignments try it out on someone
  else first